The purpose of this study s to construct a questionnaire about Self-action control of Academic Performance for college students based on Kuhl and Kraska (1989) action control theory. The sampling method of this study used purposive sampling, randomly selected from the freshman or sophomore students to various departments of Sun Yat-sen University, with a total of 409 examinees. After four expert validity, experts on the appropriateness of the questionnaire with content review and suggest modifications to draw the contents of the pre-test about 78 items . Measuring method is adopted online computer systems connection randomly selected to scale the three dimensions of 10 questions given to the college students. The contents of the Scale have three dimensions, pre-analysis of the results of the RSM mode in the ConQuest software, there are 11 questions beyond the adaptation target range, and finally the good adaptation of Formal items are 67 items. The overall item difficulty is too easy. The results of the three sub-scale reliability are 0.62, 0.65 and 0.53. Based on the findings, it is recommended more difficult items can be included to the questionnaire in the future. developed.

Knowledge has been recognized as one of the most important valuable resources for organizational competitiveness in our information society. Consequently, many organizations are implementing knowledge management systems. Yet, as the old saying ¡§actions speak louder than words¡¨ suggest, they are finding out that the actual level of knowledge sharing has lacked behind the espoused excitement. In this study, we attempt to investigate the psychological mechanisms that underlie people¡¦s inaction in knowledge sharing knowledge even though they understand the benefit. Specifically, we focus on the relationship between individual¡¦s cognition and behavior of knowledge sharing in a virtual community. The site that we choose for observation is SCTNet (http://sctnet.edu.tw/index.htm), which is a website designed for sharing knowledge by teachers of primary and middle-high schools. It allows them to upload/download files and to provide electronic forums for sharing their innovations. This study applies the Theory of Planned Behavior and the Action Control Theory to examine factors that may influence individual¡¦s intention and behavior of knowledge sharing in a virtual community. The results are useful to understand the dynamics of knowledge sharing in virtual community and provide insights for mangers of knowledge management systems. Keywords¡GKnowledge Management, Theory of Planned Behavior, Action Control Theory

Although some individuals excel during the transition from high school to university, many struggle to adjust and experience repeated failures. To facilitate academic adjustment in those most at-risk of failure, vulnerable students were identified based on their pre-existing levels of preoccupation with failure (PWF; low, high) and primary control (PC; low, high). These factors were combined to create four distinct psychosocial typologies (e.g., low PWF, low PC). Students were subsequently presented with Attributional Retraining (AR), a control-enhancing treatment intervention. An AR (no- AR, AR) by group (failure-acceptors, failure-ruminators, achievement-oriented, over- strivers) 2 x 4 pre-post, quasi-experimental treatment design examined longitudinal differences in causal attributions, achievement emotions, PC, and achievement outcomes. AR encouraged all students to de-emphasize two uncontrollable attributions for failure and emphasize a controllable attribution. Most interestingly, AR was particularly beneficial for at-risk students. Notably, only failure-acceptors (low PWF, low PC) and failure-ruminators (high PWF, low PC) receiving AR reported more adaptive activity emotions and higher PC than their no-AR peers. For only failure-ruminators, those in the AR condition exhibited more adaptive attribution-related emotions than their no-AR peers. Conversely, only failure-acceptors receiving AR had higher grade point averages and fewer voluntary withdrawals than their no-AR counterparts. Results suggest the efficacy of AR in facilitating functional causal thinking for all students, whereas they also underscore  AR’s  value in promoting adaptive emotions, PC, and academic achievement for failure-prone students.

Although some individuals excel during the transition from high school to university, many struggle to adjust and experience repeated failures. To facilitate academic adjustment in those most at-risk of failure, vulnerable students were identified based on their pre-existing levels of preoccupation with failure (PWF; low, high) and primary control (PC; low, high). These factors were combined to create four distinct psychosocial typologies (e.g., low PWF, low PC). Students were subsequently presented with Attributional Retraining (AR), a control-enhancing treatment intervention. An AR (no- AR, AR) by group (failure-acceptors, failure-ruminators, achievement-oriented, over- strivers) 2 x 4 pre-post, quasi-experimental treatment design examined longitudinal differences in causal attributions, achievement emotions, PC, and achievement outcomes. AR encouraged all students to de-emphasize two uncontrollable attributions for failure and emphasize a controllable attribution. Most interestingly, AR was particularly beneficial for at-risk students. Notably, only failure-acceptors (low PWF, low PC) and failure-ruminators (high PWF, low PC) receiving AR reported more adaptive activity emotions and higher PC than their no-AR peers. For only failure-ruminators, those in the AR condition exhibited more adaptive attribution-related emotions than their no-AR peers. Conversely, only failure-acceptors receiving AR had higher grade point averages and fewer voluntary withdrawals than their no-AR counterparts. Results suggest the efficacy of AR in facilitating functional causal thinking for all students, whereas they also underscore  AR’s  value in promoting adaptive emotions, PC, and academic achievement for failure-prone students.

A primary symptom of depression is anhedonia, or the loss of interest or pleasure. Anhedonic individuals can have deficits in anticipatory pleasure (‘wanting’ things) or consummatory pleasure (‘liking’ things). Depressed individuals generally have deficits in anticipatory but not consummatory pleasure. A possible buffer against anticipatory anhedonia is action orientation, or the ability to upregulate positive affect in pursuit of goals when stressed. To examine the relationship between stress, action/state orientation, and anhedonia, highly anhedonic individuals who were either action- or state-oriented underwent a demanding mood induction, and completed the Effort-Expenditure for Reward Task, a measure of motivation for reward. Evidence did not support action orientation as a buffer; however, individuals who showed fluctuation in self-reported motivation were less motivated to work for reward. Evidence emerged suggesting that fluctuation in motivation over time may predict less willingness to work. Future research can examine the relationship between variability in motivation and depression.

The main purpose of this study was to explore the relationships between pupils¡¦ multiple intelligences, action control, self-regulation, demographic variables, and their competences of everyday problem solving. The participants were 453 fifth and sixth graders (238 boys and 215 girls) sampling from elementary schools in Kaohsiung City. The employed instruments included The Multiple Intelligences Appraisal, The Action Control Scale (ACS), The Self-regulated Learning Strategies Inventory, and The Everyday Problem-Solving Test (EPST). The applied analysis methods were Descriptive Statistics, One-way Multivariate Analysis of Variance, One-way Analysis of Variance, Canonical Correlation Analysis, and Discriminant Analysis. The main findings of this study were as follows: 1.The participants were not very competent in everyday problem solving. Among the four indices of everyday problem solving, the participants had comparably better abilities in ¡§defining multiple problems¡¨ and ¡§setting priority¡¨ than those in ¡§proposing solutions¡¨ and ¡§deciding the best solution¡¨. 2.The participants¡¦ development of multiple intelligences and their abilities in action control as well as self-regulation were in above-average level. 3.The pupils who had higher multiple intelligences outperformed their counterparts in everyday problem solving; moreover, the pupils¡¦ logical-mathematical intelligence was strongly correlated with their problem solving abilities of ¡§proposing solutions¡¨ and ¡§deciding the best solution¡¨. 4.Pupils with the action-oriented style of action control outperformed those with the state-oriented style in everyday problem solving; in addition, the pupils¡¦ abilities in dealing with ¡¨non-preoccupation with failure¡¨ and ¡§non-hesitation with decision¡¨ were positively correlated with their problem solving ability of ¡§proposing solutions¡¨. 5.The pupils who had more mechanism of self-regulation outperformed their counterparts in everyday problem solving; besides, the pupils¡¦ ¡§self-evaluating and confidence¡¨ in self-regulation was highly correlated with their problem solving ability of ¡§proposing solutions¡¨. 6.The sixth graders¡¦ overall competence in everyday problem solving was better than that of the fifth graders. Moreover, the sixth graders outperformed the fifth graders on the abilities of ¡§setting priority¡¨, ¡§proposing solutions¡¨, and ¡§deciding the best solution¡¨. 7.There were no significant gender differences on the pupils¡¦ overall performance in everyday problem solving, nor on the four indices of everyday problem solving. 8.Birth order had significant effects on the pupils¡¦ performance of everyday problem solving. More specifically, those first-born pupils (including the only child and the first born children) outperformed the middle-born pupils in ¡§defining multiple problems¡¨ and ¡§proposing solutions¡¨. 9.The pupils¡¦ multiple intelligences, action control, self-regulation, and demographic variables could jointly predict their ability group of everyday problem solving, among the three levels of ability group, the ¡§high ability¡¨ group could be best predicted. Finally, after discussion, some suggestions were proposed for educational institutions, teachers, parents and future further studies.

Actions are goal-directed. It can be the goal of an action to change the environment (i.e. to produce an effect), but also to change one´s own situation in the environment (i.e. to move to a physical target). Previous research has shown that kinematics of actions directed towards physical targets are not only mere reactions to such targets. Instead, targets evoke intentional goals. Representations of such intentional goals influence action execution. However, thus far, most studies in the context of the ideomotor theory of action control have focused on the influence of anticipated action effects on action planning. The role of targets as action goals as well as the role of goal anticipations on overt action execution has mostly been neglected. In this dissertation the role of goal representations in action control was investigated. The ideomotor theory served as a theoretical framework. It was assumed that targets function as action goals similar to action effects and that action goals influence action execution by the anticipation of upcoming events. Action execution towards targets and towards effects was compared. This was done in the temporal and the spatial domain. Furthermore, goal representations were manipulated in order to evaluate their influence on action execution and to disentangle the role of physical target characteristics and the role of goal representations. The findings obtained strengthen the assumption that goal representations play an important role in action control. First, both targets and effects can be viewed as goals of an action in the temporal and spatial domain. Second, movement kinematics are shaped by the way targets are represented as action goals, rather than by physically target properties. In conclusion, as goal representations are formed before the action is actually executed they influence action execution by the anticipation of upcoming events. The ideomotor theory of action control should incorporate action targets as goals similar to action effects.

Previous research suggests that individuals with difficulty upregulating positive affect exhibit below-chance accuracy when identifying positive words presented outside of awareness, an effect termed subchance perception of positive information (SPPI). Previous findings also suggest that state orientation may underlie the relationship between clinical symptoms such as anxiety and anhedonia and SPPI. The current study addressed methodological limitations of previous research and tested hypotheses that state oriented individuals exhibit SPPI and that state orientation underlies the relationship between clinical symptoms and accuracy in identifying briefly-presented positive words. Results did not support hypotheses. The null findings in this study suggest that the relationship between action orientation and subchance perception of positive information may be less robust than preliminary findings suggested. Findings yielded from exploratory analyses suggested that future studies should include participants with greater symptom severity in order to have sufficient power to detect relationships between positive word accuracy and clinical symptoms.

Even though deficits in inhibitory control and conflict monitoring are well-known in ADHD, factors that further modulate these functions remain to be elucidated. One factor that may be of considerable importance is how inhibitory control is modulated by multisensory information processing. We examined the influence of concurrent auditory conflicting or redundant information on visually triggered response inhibition processes in adolescent ADHD patients and healthy controls. We combined high-density event-related potential (ERP) recordings with source localization to delineate the functional neuroanatomical basis of the involved neurophysiological processes. In comparison to controls, response inhibition (RI) processes in ADHD were compromised in conflicting conditions, but showed no differences to controls when redundant or no concurrent auditory information was presented. These effects were reflected by modulations at the response selection stage (P3 ERP) in the medial frontal gyrus (BA32), but not at the attentional selection (P1, N1 ERPs) or resource allocation level (P2 ERP). Conflicting information during RI exerts its influences in adolescent ADHD via response selection mechanisms, but not via attentional selection. It is not the mere presence of concurrent information, but the presence of conflicting information during RI that may destabilize goal shielding processes in medial frontal cortical regions, by means of increasing the automaticity of response tendencies. The occurring RI deficits might relate to the increased impulsivity in adolescent ADHD and a corresponding vulnerability to react to an increased automaticity of pre-potent response tendencies. ADHD patients show a bias to a specific content of information which can modulate inhibitory control.

Even though deficits in inhibitory control and conflict monitoring are well-known in ADHD, factors that further modulate these functions remain to be elucidated. One factor that may be of considerable importance is how inhibitory control is modulated by multisensory information processing. We examined the influence of concurrent auditory conflicting or redundant information on visually triggered response inhibition processes in adolescent ADHD patients and healthy controls. We combined high-density event-related potential (ERP) recordings with source localization to delineate the functional neuroanatomical basis of the involved neurophysiological processes. In comparison to controls, response inhibition (RI) processes in ADHD were compromised in conflicting conditions, but showed no differences to controls when redundant or no concurrent auditory information was presented. These effects were reflected by modulations at the response selection stage (P3 ERP) in the medial frontal gyrus (BA32), but not at the attentional selection (P1, N1 ERPs) or resource allocation level (P2 ERP). Conflicting information during RI exerts its influences in adolescent ADHD via response selection mechanisms, but not via attentional selection. It is not the mere presence of concurrent information, but the presence of conflicting information during RI that may destabilize goal shielding processes in medial frontal cortical regions, by means of increasing the automaticity of response tendencies. The occurring RI deficits might relate to the increased impulsivity in adolescent ADHD and a corresponding vulnerability to react to an increased automaticity of pre-potent response tendencies. ADHD patients show a bias to a specific content of information which can modulate inhibitory control.