Self-regulation and personality: how interventions increase regulatory success, and how depletion moderates the effects of traits on behavior

Self-regulation is a highly adaptive, distinctively human trait that enables people to override and alter their responses, including changing themselves so as to live up to social and other standards. Recent evidence indicates that self-regulation often consumes a limited resource, akin to energy or strength, thereby creating a temporary state of ego depletion. This article summarizes recent evidence indicating that regular exercises in self-regulation can produce broad improvements in self-regulation (like strengthening a muscle), making people less vulnerable to ego depletion. Furthermore, it shows that ego depletion moderates the effects of many traits on behavior, particularly such that wide differences in socially disapproved motivations produce greater differences in behavior when ego depletion weakens the customary inner restraints.     

I, we, and the effects of others on me: how self-construal level moderates social comparison effects

In 5 studies, the authors investigate the impact of self-activation on the occurrence and direction of social comparison effects. They show that self-evaluative comparison effects are more likely to occur when self-related cognitions are made cognitively accessible. Contrast occurs when personal self-construals ("I") are accessible, whereas assimilation occurs when social self-construals ("we") are activated. These effects of self-construal activation are similar to the impact of self-unrelated information processing styles that are often associated with personal and social self-accessibility (i.e., differentiation and integration mind-sets). However, whereas self-construal activation elicits self-serving social comparisons, activation of self-unrelated processing styles results in non-self-serving social comparison effects. Implications of these results for understanding the cognitive processes underlying social comparison effects are discussed.     

Religion and politics: examining the impact of faith on political participation

This study examines the relationship between religion and political activity. It theorises religious influences on political activity and tests the impact of various religious factors on political participation in a large cross-national sample (1981–2014). This study integrates longitudinal data from the aggregated World Values Survey with country-level data in the hierarchical multilevel analysis that allows teasing out the individual-level religious influences, including membership in religious organisations, religiosity and self-identification with various religious denominations, and the country-level impacts. The temporal and spatial coverage of the data used in the study includes more than 65% of the world’s population. The seven types of political participation examined in the study include signing petitions, joining in boycotts, participating in demonstrations, taking part in unofficial strikes, occupying buildings and factories, voting and membership in political parties. We find that religion matters but not always in the expected ways. Religiosity, by itself, often serves as a deterrent rather than mobilising force for political engagement, regardless the denominational differences. It is the membership in religious organisations and other voluntary associations of a secular nature that make individuals more likely to engage in political activity.     

Youth bulges in communities: the effects of age structure on adolescent civic knowledge and civic participation

Youth bulges, cohorts of 16- to 25-year-olds disproportionately large relative to the adult population, are linked with social upheaval in historical research. Limited civic knowledge and heightened civic participation in adolescence, resulting from socialization in communities with large populations of children, are hypothesized to be developmental precursors to the political activism characteristic of youth constituting bulges. In two studies with nationally representative samples, adolescents in communities with disproportionately large populations of children were found to have less civic knowledge than equivalent adolescents in communities without large populations of children. In both studies, civic participation was predicted by the interaction of a community's proportion of children and its poverty level. Similar patterns were identified in a third study using country-level data. Together, the findings demonstrate that the youthfulness of communities and countries influences civic development.     

Familiarity and person construal: Individuating knowledge moderates the automaticity of category activation

In this experiment, we examined how perceivers' familiarity with targets moderates person construal. Based on evidence from object categorization that level of construal varies with expertise in a manner that maximizes cue validity, we reasoned that although social (i.e., group‐level) categorization is functional for construing unfamiliar others (about whom little or no individuating information is available), it is less functional for familiar others (about whom a great deal of individuating information is available). Results from an automatic priming paradigm provided evidence for our reasoning: Participants categorized unfamiliar faces according to the most salient categorical dimension available in the visual information (in this case, sex), but did not do so for familiar faces. Implications for models of person perception are discussed. Copyright © 2009 John Wiley & Sons, Ltd.     

Illegitimacy moderates the effects of power on approach

A wealth of research has found that power leads to behavioral approach and action. Four experiments demonstrate that this link between power and approach is broken when the power relationship is illegitimate. When power was primed to be legitimate or when power positions were assigned legitimately, the powerful demonstrated more approach than the powerless. However, when power was experienced as illegitimate, the powerless displayed as much approach as, or even more approach than, the powerful. This moderating effect of legitimacy occurred regardless of whether power and legitimacy were manipulated through experiential primes, semantic primes, or role manipulations. It held true for behavioral approach (Experiment 1) and two effects associated with it: the propensity to negotiate (Experiment 2) and risk preferences (Experiments 3 and 4). These findings demonstrate that how power is conceptualized, acquired, and wielded determines its psychological consequences and add insight into not only when but also why power leads to approach.     

Power,participation and partnerships: reflections on the co-creation of knowledge

Narrative writing was used to critically reflect on the reasons for the success and failure of two research partnerships: one between the authors and a community group, the other between the authors and academic colleagues. The reflections relate to a vignette constructed on the experiences of the authors and somewhat fictionalised, but brought together to highlight the contrasts, whereby one research partnership was successful in producing outcomes while the other was not. An analysis of these reflections was informed by Wenger’s Communities of Practice framework. This helped draw out issues around power and participation as fundamental for successful research partnerships, particularly multidisciplinary partnerships, intent on the co-creation of knowledge. Such issues related to recognising partnerships and the underlying assumptions when these partnerships cross boundaries include transparent communication, power and decision-making processes, critical self-awareness, and negotiated meaning and identity.     

Social and motivational predictors of continued youth sport participation

ObjectivesThe purpose of this study was to examine if youth soccer players' perceived relationships with parents and peers in soccer, and the moderating associations among these social relationship variables, predict soccer continuation over and above motivation-related variables.DesignThis study used a prospective design by assessing youth soccer athletes' social relationships and motivational outcomes during one season and tracking the athletes' soccer continuation behavior one year later.MethodsContinuation behavior of travel soccer athletes (N = 148), ages 10–14 years (M = 11.7, SD = 1.0), was assessed one year after completing a questionnaire containing soccer-contextualized measures of perceived parent relationship quality, perceived friendship quality, perceived peer acceptance, perceived competence, enjoyment, stress, and self-determined motivation.ResultsLogistic regression analyses showed that greater perceived competence, more positive friendship quality, and the combination of mother relationship quality and peer relationships predict soccer continuation on the same team.ConclusionsThe findings highlight the importance of close social relationships, and the combination of parent and peer relationships in particular, to sport continuation behavior.     

Wisdom-related knowledge: affective, motivational, and interpersonal correlates

This study investigated the connection between wisdom as a body of expert knowledge about the meaning and conduct of life and indicators of affective, motivational, and interpersonal functioning. Structural equation analyses showed that individuals higher on wisdom-related knowledge reported (a) higher affective involvement combined with lower negative and pleasant feelings, (b) a value orientation that focused conjointly on other-enhancing values and personal growth combined with a lesser tendency toward values revolving around a pleasurable life, and (c) a preference for cooperative conflict management strategies combined with a lower tendency to adopt submissive, avoidant, or dominant strategies. These findings corroborate the theoretical notion that wisdom involves affective modulation and complexity rather than the predominant seeking of pleasure and also a joint motivational commitment to developing the potential of oneself and that of others.     

Politics and participation: Some antecedents of young people's attitudes to the political system and political activity

The antecedents of political disaffection and political activism have been extensively studied in adult populations, producing two models of political protest, the ‘dissatisfaction model’, suggesting that protest action is rooted in political disaffection, and the ‘resource model’ which bases interest in politics in a sense of political self-efficacy. There has been a dearth of research extending this theorizing to young people of prevoting age. The present study presents the results of regression analysis applied to longitudinal data collected in a U.K. Programme of research and economic and political socialization, the ESRC 16-19 Initiative. The analysis relates ‘lack of interest in politics’, ‘intention not to vote’ and ‘political activity’, to attitudes, personality characteristics, experience and circumstances measured earlier. It is concluded that political disaffection including lack of interest and intention not to vote, is strongly associated with a growing cynicism about politics rooted in poor educational performance and a working class family background. The connections with activism are negative but much weaker, suggesting the potential for protest activity across a wider spectrum of youth. This lends support to Marsh's (1990) view that given the right circumstances, protest action under both the ‘resource model’, and the ‘dissatisfaction model’, can apply.     

When political expertise moderates the impact of scandals on young adults' judgments of politicians

This short note investigated how expertise in a political scandal moderates whether the activation of this scandal produces assimilation in the evaluation of politicians in general and contrast in the evaluation of specific politicians. It was hypothesized that participants with a rich knowledge about the scandal would display the assimilation and contrast effects whereas those with a poorer knowledge would not. Results tended to support this prediction, suggesting that the impact on judgment of a specific context depends on the amount of knowledge participants possess about this context. Copyright © 2005 John Wiley & Sons, Ltd.     

Democracy justifies the means: political group structure moderates the perceived legitimacy of intergroup aggression

The present research tested the hypothesis that the political structure of conflicting groups moderates perceived legitimacy of intergroup aggression. In two experiments, participants read scenarios of fictitious summer camps in which members of one group aggressed members of another group. The political structure of both the perpetrator and the victim groups was described as either egalitarian (defined with democratic decision-making procedures) or hierarchical (authoritarian decision-making procedures). Results of both experiments showed that aggressions perpetrated by members of egalitarian groups at the expense of members of hierarchical groups were evaluated as less illegitimate than aggressions committed in the three remaining conditions. This effect is discussed as a function of the higher social value attributed to democratic groups.     

Ironic effects of antiprejudice messages: how motivational interventions can reduce (but also increase) prejudice

Although prejudice-reduction policies and interventions abound, is it possible that some of them result in the precise opposite of their intended effect--an increase in prejudice? We examined this question by exploring the impact of motivation-based prejudice-reduction interventions and assessing whether certain popular practices might in fact increase prejudice. In two experiments, participants received detailed information on, or were primed with, the goal of prejudice reduction; the information and primes either encouraged autonomous motivation to regulate prejudice or emphasized the societal requirement to control prejudice. Ironically, motivating people to reduce prejudice by emphasizing external control produced more explicit and implicit prejudice than did not intervening at all. Conversely, participants in whom autonomous motivation to regulate prejudice was induced displayed less explicit and implicit prejudice compared with no-treatment control participants. We outline strategies for effectively reducing prejudice and discuss the detrimental consequences of enforcing antiprejudice standards.     

Buyer beware of your shadow: how price moderates the effect of incidental similarity on buyer behavior

Using both a lab experiment and actual transaction data, we investigated whether and how incidental similarities (e.g., shared letters between buyer and seller's name) might influence buyer behavior. Particularly, while prior work suggests that consumers generally prefer incidental similarity, we use the context of Internet auctions to show that this preference reverses when prices are high. Under these conditions, buyers avoid incidentally similar sellers. We speculate that this effect is tied to individuals' motive to self‐protect. Implications for theory and practice are discussed.     

Imagining how you'd feel: the role of motivational experiences from regulatory fit

The authors propose that how people imagine they would feel about making a choice is affected not only by the outcome's anticipated pleasure or pain but also by regulatory fit. Regulatory fit occurs when people pursue a goal in a manner that sustains their regulatory state and it intensifies the motivation to pursue that goal. Considering positive outcomes fits a promotion focus more than a prevention focus, whereas the reverse is true for negative outcomes. Thus, it is proposed that anticipating a desirable choice is more intensely positive for promotion than prevention, and anticipating an undesirable choice is more intensely negative for prevention than promotion. The results of three studies support these predictions. Studies 2 and 3 also demonstrate that motivational intensity underlies the stronger responses. Thus, to understand fully what it means to feel good or bad about a prospective choice, motivational experiences from regulatory fit must be considered.     

Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.     

Bridging the personal and the political: practices for a liberation psychology

In the Irish context, legacies of colonialism, the Northern Ireland conflict situation, and the strength of community and women's liberation movements all provide rich resources for understanding the processes involved in both oppression and liberation. This paper draws on the theoretical and research literature and on Irish experiences to develop an understanding of some of the processes and practices that aid in liberation. The research is grounded in diverse writings on oppression and liberation, which include writings on colonialism (E. Duran &B. Duran, 1995; F. Fanon, 1967; V. Kenny, 1985, L. Maracle, 1996), feminist psychology (J. B. Miller, 1986; S. Wilkinson, 1996), liberation psychology (H. A. Bulhan, 1985; L. Comas-Díaz, M. B. Lykes, & R. D. Alarcon, 1998; I. Martín-Baró, 1994; Starhawk, 1987), and psychological aspects of racism (b. hooks, 1993; A. Mama, 1995; R. J. Watts, D. M. Griffith, & J. Abdul-Adil, 1999), homophobia (A. R. D'Augelli & C. J. Patterson, 1995), poverty (K. O'Neill, 1992), and other dimensions of oppression.     

Domain knowledge moderates the influence of visual saliency in scene recognition

Is the sequence of eye‐movements made when viewing a picture related to encoding the image into memory? The suggestion of a relationship is supported by studies that have found that scanpaths are more similar over multiple viewings of a stimulus than would be expected by chance. It has also been found that low‐level visual saliency contributes to the initial formation of these scanpaths, and has lead to formation of theories such as the saliency map hypothesis. However, bottom‐up processes such as these can be overridden by top‐down cognitive knowledge in the form of domain proficiency. Domain specialists were asked to look at a set of photographs of real‐world scenes in preparation for a memory test. Then they were given a second set of stimuli and were asked to identify the picture as old (from the previous set) or new (never seen before). Eye tracking analyses (including scanpath comparison using a string editing algorithm) revealed that saliency did influence where participants looked and in what sequence. However, this was reliably reduced when participants viewed pictures from their specialist domain. This effect is shown to be robust in a repeated viewing of the stimuli.     

Cognitive ability and motivational interventions: Their effects on performance outcomes

A laboratory experiment was conducted to examine the effects of cognitive ability, task interests, goal setting, and feedback on perceived competence, intrinsic motivation, performance, and satisfaction with performance. Data were collected from 90 introductory psychology students performing one of two computer-based tasks. Results indicated that the motivational interventions interacted with cognitive ability in relation to intrinsic motivation, perceived competence, and satisfaction with performance. Implications are discussed within the framework of cognitive resources theory and goal-setting theory.