Guided by the ironic process theory and its extensions, the dissertation research aimed at (a) studying the thought suppression paradox in student athletes, (b) exploring the efficacy of an acceptance-mindfulness intervention in decreasing the thought suppression paradox, and (c) using working memory capacity (WMC) to explain individual differences on the susceptibility to the thought suppression paradox. A total of 90 NCAA Division I student athletes were recruited and randomly assigned to three conditions (i.e., suppression, control, and intervention). All the athletes performed a set of computerized complex span tasks (i.e., operation, reading, and symmetry span), and then completed a task pair in each of the two thought-control phases (i.e., amid, post). The task pair consisted of a thought-monitoring task and a two-color Stroop task. According to the condition assignment, each athlete applied a strategy for controlling the thought of a recent athletic failure when performing the task pairs, and his/her EEG was simultaneously recorded. Results generally supported the existence of thought suppression paradox and the efficacy of an acceptance-mindfulness intervention in student athletes, although WMC failed to account for individual differences. Theoretical and applied implications are discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / February 28, 2018. / acceptance-mindfulness intervention, athlete, ERP, N400, thought suppression paradox, working memory capacity / Includes bibliographical references. / Gershon Tenenbaum, Professor Directing Dissertation; Walter R. Boot, University Representative; Jonathan R. Folstein, Committee Member; Graig M. Chow, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_653459 |
| Contributors | Liu, Sicong (author), Tenenbaum, Gershon (professor directing dissertation), Boot, Walter Richard (university representative), Folstein, Jonathan R. (committee member), Chow, Graig Michael (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (102 pages), computer, application/pdf |
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