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The present study investigated the generalized effects of performance feedback (high and noncontingent) on self-perceptions of self-esteem, self-control, locus of control, sessions of EMG Biofeedback training, and 2 weeks of monitoring their study habits. Overall, the results indicated that subjects receiving high biofeedback contingency received, reported enhanced (a) self-esteem. (b) attributions related to biofeedback performance, and (c) improvement in the studying behaviors monitored These findings were so correlated with actual ENG reduction. The major implications of the study suggest that perceptions of success at and low success) and EMG biofeedback (contingent self-efficacy, and a naturalistic self-control task. The relationship between these variables and actual EMG reduction was investigated

Social media platforms (SMP) are a continually growing field with several implications for the social structures of society. SMPs are web-based platforms on which users connect with other individuals and organizations which enables social connections and social bonding. SMPs and other social networking sites can have both positive and negative effects on individuals' lives. On the one hand, social media micro-interactions such as liking and interacting with other individuals’ content are crucial in interpersonal communication. On the other hand, research shows micro-interactions eg. like-buttons, notifications, and stories, have a negative impact on task performance, affect individuals' views of their own self-worth, and cause undesirable behavior such as procrastination. Procrastination of tasks has negative implications for our society and is often caused by social media’s tendencies to trigger psychological factors such as fear of missing out or a desire for instant rewards. Using a design-oriented approach, this research investigates how micro-interactions can be designed with the help of mindful design to counteract procrastination among young adults in the context of SMPs. The results show that designing micro-interactions in a way that detaches,guides, and empowers users align with mindful design core goals, which helps counteract procrastination among young adults on SMPs.

The purpose of this study is to demonstrate whether and how teacher-child interactions, teacher-child relationships, children’s self-control, parents’ education levels, teachers’ teaching experience and education levels, and classroom physical environment impact children’s engagement levels. Preschoolers from Head Start programs and a university childcare center (N = 135, M = 54.93 months, SD = 7.50) and 15 preschool classroom teachers in East Tennessee participated in the study. Classroom head teachers rated child’s engagement, teacher-child interaction, teacher-child relationships, and children’s self-control using provided questionnaires. The primary researcher assessed the classroom physical environment and determined the reliability for the Children’s Physical Environments Rating Scale (CPERS). The structural equation modeling (SEM) statistical approach was employed to analyze the data. The results showed that the level of preschoolers’ engagement in classroom learning activities was directly associated with their self-control (β = .37, p < .001). Preschoolers’ engagement was not indirectly associated with children’s self-control through teacher-child interaction. The level of engagement of preschoolers in classroom learning activities did not directly associate with teacher-child relationships but was indirectly associated with the teacher-child relationship through children’s self-control (β = .20 , p < .001 ). When separating the two subscales of teacher-child relationship (closeness and conflict), teacher-child closeness was directly associated with children’s engagement level (β = .22, p = .003). In addition, teacher-child conflict was both directly (β = - .17, p = .022) and indirectly associated with child’s engagement level through children’s self-control (β = .26, p < .001). Classroom physical environment did not directly predict the level of engagement of preschoolers, while indirect relationships were found between the classroom physical environment scores and the level of engagement of preschoolers, and the relationship was mediated by children’s self-control (β = .09, p = .050). The study offers implications for teachers as they work on enhancing children’s engagement level in their learning activities. Future research suggested by this study include further exploration of intervention strategies to increase children’s active engagement. Increasing sample size and obtaining reliability of the measures on children’s behaviors would also improve the rigor of the study.

Self-control has been measured using a variety of methods including self-report measures, cognitive inhibition tasks, delay discounting and delay of gratification tasks, and persistence and willpower tasks. Although these are all theoretically linked to processes involved in self-control, recent evidence has shown that these diverse measurement techniques relate only minimally to one another. Assuming that self-control is a reflective construct, this would indicate that many of these tasks are poor indicators of self-control. The present research challenges the common assumption that self-control is a reflective construct and instead proposes that self-control is a formative construct. Conceptualizing self-control as a formative construct could reconcile some of the inconsistencies in the literature, in particular the fact that many indicators for self-control do not correlate highly. To examine the possibility of a formative model of self-control, this research examines 13 commonly used measures of self-control and investigates indicator intercorrelations, indicator relationships with the theoretical consequences of self-control, and performs a vanishing tetrad test (Bollen & Ting, 2000). Results show that in general, indicator intercorrelations are low and nonsignificant as well as indictor correlations with theorized construct consequences. The results of the vanishing tetrad test suggest a reflective interpretation of self-control, but concerns with uniformly low covariances between indicators limit the interpretation of this test.

Att självkontroll har en påverkan på mänskligt beteende har diskuterats under många år men vad menas egentligen med begreppet självkontroll? I sin undersökning av begreppet använder sig studien av jämförelse mellan två teorier som båda tar upp begreppet självkontroll vid sin definition av brott. Dessa är Michael Gottfredson och Travis Hirschis, självkontrollsteori och Per-Olof Wikströms, situationella handlingsteori. Syftet med studien är att utveckla vad begreppet självkontroll innefattar i allmänhet samt behandla begreppets roll och utveckling inom två teorier som båda har sitt ursprung inom kriminologin. Begreppet självkontroll har en mycket bred och omfattande definition inom kriminologins ramar därför fokuserar denna studie endast på två specifika kriminologiska teoriers användning av begreppet. Detta görs genom att begreppet självkontroll analyseras utifrån de två teoriernas definition av begreppet. I litteraturgenomgången, som är uppsatsens kärna tas de två kriminologiska teorierna upp. Genom att använda situationella handlingsteorin som jämförelse till självkontrollsteorin framkommer en analys om förklaring, användning och utveckling av begreppet självkontroll utifrån teoriernas användningsområde. Studiens resultat visar att teorier om självkontroll har bidragit med kunskap till forskningen om brott och dess uppkomst. Självkontroll har en del i uppkomst och utförande av brottsliga handlingar men samtidigt visar studien att det krävs mer forskning om hur självkontroll påverkar brottsligheten. Studien visar att teorierna definierat alla begrepp och även ger kunskap om hur man kan gå till väga för att stärka självkontroll. I förlängningen innebär en stärkt självkontroll att tillfällen till att begå brottsliga handlingar aldrig utnyttjas och detta kan ses som ett förhindrande av brott, ett resultat som behöver emfaseras och tillvaratas i arbetet med brottsprevention.

Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were able to teach the three strategies they were trained on at a high quality and that there was a preference for one strategy over the other two.

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