Current Search: Self management Psychology (x)
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- Title
- Daily Feedback of Self-Concept Clarity and Grit.
- Creator
- Wong, Alexander E., Vallacher, Robin R., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Self-concept clarity and grit are important constructs in the self-concept and selfregulation domains. Though distinct in their focus on identity and goal processes, self-concept clarity and grit similarly emphasize the extent to which self-views and goal-perseverance are strong, clear, consistent, and unshakeable. We hypothesized self-knowledge and goalperseverance may be mutually reinforcing given the role of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the...
Show moreSelf-concept clarity and grit are important constructs in the self-concept and selfregulation domains. Though distinct in their focus on identity and goal processes, self-concept clarity and grit similarly emphasize the extent to which self-views and goal-perseverance are strong, clear, consistent, and unshakeable. We hypothesized self-knowledge and goalperseverance may be mutually reinforcing given the role of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the self-concept. The present study tested this hypothesis in the form of whether self-concept clarity and grit reciprocally influence one other across time, and was conducted using a daily diary design with 97 college-aged participants across several weeks. Data were analyzed using multilevel cross-lagged panel modeling. Results indicated daily self-concept clarity and grit both had positive influences on each other across time, while controlling for their previous values. The reciprocal influences were also symmetric: self-concept clarity and grit had equally strong influences on each other. The results of the present study are the first to indicate the existence of reinforcing feedback loops between self-concept clarity and grit, and to demonstrate that fluctuations in self-knowledge trigger fluctuations in goal resolve, and vice versa. The results suggest the two are, in part, both causes and consequences of one another.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004689
- Subject Headings
- Identity (Philosophical concept), Identity (Psychology), Self actualization (Psychology), Self management (Psychology)
- Format
- Document (PDF)
- Title
- Attitude and valence dynamics in response to changes in perceived similarity vs. difference: implications for human conflict.
- Creator
- Michaels, Jay L., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Despite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and...
Show moreDespite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and emotional valence would exhibit stable dynamics when people encountered a neutral, continually cooperative, or continually competitive interaction. However, attitudes and emotional valence were expected to exhibit perturbation in response to transitions from cooperation to competition and vice-versa. These predictions were tested in four experiments. The first study verified most predictions, finding that people have little attitude or valence reaction to interactions that are neutral, continually coo perative or continually competitive. This study also established that people's attitudes are significantly unstable when faced with an interaction shifting from cooperation to competition, and this is experienced with negative emotions. However, interactions shifting from competition to cooperation resulted in stable attitudes and emotional valence. The remaining three experiments sought to explain the lack of psychological reaction to the development of cooperation in a previously competitive interaction. In Study 2, interaction expectancy was ruled out as a factor. Study 3 demonstrated that the reactivity to sudden competition and lack of reactivity to sudden cooperation developed regardless of interaction history. Finally, Study 4 offers evidence indicating that the lack of reaction to sudden cooperation results from factors other than the duration of cooperative feedback. The research has several important implications. First, the results provide evidence that competition is, not necessarily a key factor in promoting heightened psychological reaction in conflict. Rather, transitions between peace and conflict likely hold greater influence on psychological processes in disputes. Furthermore, the experimental evidence provides the first empirical test of the model predictions and offers insight into how the model may be improved. By combining experimental results with the model, the research provides much needed information about how mental dynamics unfold and differ in response to cooperation versus competition.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342236
- Subject Headings
- Conflict management, Collective behavior, Social psychology, Interpersonal relations, Emotional intelligence, Self-management (Psychology), Motivation (Psychology), Affect (Psychology)
- Format
- Document (PDF)
- Title
- Conscious and non-conscious bases of social judgement: mindset and implicit attitudes in the perception of intergroup conflict.
- Creator
- Sullivan, Susan D., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Research on social judgment typically emphasizes one of three processes that enable unequivocal understanding of events with ambiguous causality. In the social influence perspective, people are susceptible to the interpretations offered by others. In the explicit attitudes perspective, people interpret events in line with their consciously held attitudes and values. In the implicit attitudes perspective, people interpret events in line with unconscious biases. The model investigated in the...
Show moreResearch on social judgment typically emphasizes one of three processes that enable unequivocal understanding of events with ambiguous causality. In the social influence perspective, people are susceptible to the interpretations offered by others. In the explicit attitudes perspective, people interpret events in line with their consciously held attitudes and values. In the implicit attitudes perspective, people interpret events in line with unconscious biases. The model investigated in the present study assumes that these processes vary in salience depending on people's mindset. Participants with low versus high implicit racial bias toward Blacks read a narrative concerning this altercation under either a lowlevel or a high-level mindset and then read a summary that blamed one of the parties or they did not read a summary. As predicted, low-level participants allocated responsibility to the African-American if they had a high implicit racial bias and to the White if they had a low implicit racial bias, regardless of the summary manipulation. Contrary to prediction, however, high-level participants' allocation of responsibility did not reflect their explicit prejudicial attitudes. Instead, they corrected for their implicit biases in their trait inferences and affective reactions, in line with research suggesting that a high-level mindset promotes self-regulatory processes in social judgment.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3361259
- Subject Headings
- Interpersonal relations, Social perception, Persuasion (Psychology), Social aspects, Subconsciousness, Stereotypes (Social psychology), Self-management (Psychology)
- Format
- Document (PDF)
- Title
- Trait Mindfulness in Children: The Effects on Stress Reactivity and Self-Regulation.
- Creator
- Marchesani, Alexandra, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
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Recent success of mindfulness-based interventions in adult and clinical populations, as well as in classroom settings, has spurred the need for a more thorough understanding of mindfulness as a trait that can affect early development of self-regulatory characteristics. The current study used previously collected data on 4th and 5th graders to explore the relationships between trait mindfulness, self-regulation, and stress reactivity, measured using cortisol levels. Self-regulation was...
Show moreRecent success of mindfulness-based interventions in adult and clinical populations, as well as in classroom settings, has spurred the need for a more thorough understanding of mindfulness as a trait that can affect early development of self-regulatory characteristics. The current study used previously collected data on 4th and 5th graders to explore the relationships between trait mindfulness, self-regulation, and stress reactivity, measured using cortisol levels. Self-regulation was measured using effortful control (attention, inhibitory control, and activation control), conscientiousness, agreeableness, negative emotion regulation, and openness to experience. Cortisol findings were significant for negative emotion regulation. Results revealed several significant positive associations between trait mindfulness and several self-regulatory characteristics among people who did and did not respond to a stressor. Further research is necessary to tease apart the unique contribution of individual self-regulatory characteristics, including trait mindfulness, on stress reactivity.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014270
- Subject Headings
- Mindfulness (Psychology), Child development, Child psychology, Self-management (Psychology) for children
- Format
- Document (PDF)
- Title
- Modes of self-directed attention: dynamic model of self-regulation.
- Creator
- Strawinska, Urszula., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Establishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic...
Show moreEstablishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic model of self-regulation that explains how humans manage to arrive at and maintain a coherent understanding of who they are and what they are like despite the abundance and constant influx of often contradictory self-relevant information. The dynamic model of self-regulation emphasizes the role of selective attention to specific regions of the self-concept as a prerequisite for self-concept adaptive development and functional expression. From a dynamical systems perspective the self-concept is conceptualized as a dynamic cognitive structure of knowledge that becomes organized into meaningful self-aspects (i.e., identities, self-perceived traits, roles) that differ with respect to evaluative coherence. Some self-aspects are coherent and comprise exclusively positive or exclusively negative elements, while other do not achieve evaluative coherence and are comprised of self-beliefs with mixed evaluations. As the focus of conscious attention changes between coherent and incoherent areas, the experience of Self and implications of self-concept for ongoing processes change accordingly. The total number of 296 participants took part in four studies conducted in Poland and in the United States., The studies utilized interesting procedures to investigate the dynamics and structure of the self-concept and the consequences of the evaluative differentiation of the self-concept for intrapersonal and interpersonal processes. Participants filled out personality and self-concept measures on-line, performed the cardsorting and mouse procedure tasks, and interacted with a chat-bot conversational program. Results of the studies attest to the validity of the model and suggest that individuals focus their attention on incoherent self-aspects to facilitate the formation and development of the self-concept and that focus on coherent self-aspects facilitates effective use of the self-concept for the regulation of ongoing processes.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2138107
- Subject Headings
- Self-management (Psychology), Self-perception, Identity (Psychology), Adjustment (Psychology), Mind and body, Self-presentation, Interpersonal relations, Social interactions
- Format
- Document (PDF)
- Title
- Power, instability and regulatory focus: uncovering a hidden motivation for the maintenance and resolution of conflict.
- Creator
- Trew, Noel J.M., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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This thesis applies Higgins (1997) Regulatory Focus Theory to the study of conflict by exploring the relationship between power and promotion vs. prevention orientation. After considering the earlier work of Keltner, Gruenfeld & Anderson (2003) that established the considerable effect that power has on approach and avoidance behaviors, the present research shows that this link also applies to regulatory focus. In this study, participants had their sense of power experimentally manipulated by...
Show moreThis thesis applies Higgins (1997) Regulatory Focus Theory to the study of conflict by exploring the relationship between power and promotion vs. prevention orientation. After considering the earlier work of Keltner, Gruenfeld & Anderson (2003) that established the considerable effect that power has on approach and avoidance behaviors, the present research shows that this link also applies to regulatory focus. In this study, participants had their sense of power experimentally manipulated by a set of vignettes and then answered follow-up questions to determine what effect this had on their regulatory focus orientation. Results indicated that high power is associated with a promotion focus, while low power, a prevention focus. The implication of these findings were discussed and were integrated with the work of Cesario, Higgins & Scholer (2008) on regulatory fit and persuasion to create a novel strategy for conflict resolution.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369388
- Subject Headings
- Conflict management, Conflict (Psychology), Attribution (Social psychology), Power (Social sciences), Self, Social aspects
- Format
- Document (PDF)
- Title
- The effect of student participation in student success skills on pro-social and bullying behavior.
- Creator
- Mariani, Melissa A., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3318678
- Subject Headings
- Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
- Format
- Document (PDF)
- Title
- The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
- Creator
- Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
- Abstract/Description
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This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3356900
- Subject Headings
- Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
- Format
- Document (PDF)
- Title
- Caring for self for nursing leaders: Climbing to the mountain peak.
- Creator
- Brown, Cynthia J., Florida Atlantic University, Chase, Susan
- Abstract/Description
-
The nursing leader's challenging position in today's work environment may lead to an experience of stress, over-commitment, and overdoing. The purpose of this phenomenological study was to examine the meaning of caring for self by registered nurse leaders who had participated in a caring for self project in a community hospital setting. This group of 10 nursing leaders had participated in a caring for self project and had experience in nursing ranging from 18 to 32 years. One year after...
Show moreThe nursing leader's challenging position in today's work environment may lead to an experience of stress, over-commitment, and overdoing. The purpose of this phenomenological study was to examine the meaning of caring for self by registered nurse leaders who had participated in a caring for self project in a community hospital setting. This group of 10 nursing leaders had participated in a caring for self project and had experience in nursing ranging from 18 to 32 years. One year after taking part in the caring for self project the 10 nursing leaders participated in individual taped interviews to explore the meaning of caring for self. Hermeneutic phenomenology (van Manen, 1990) was the method used for the interpretation of this research study. The depth of the lived experience of caring for self was described by each nursing leader. A metaphor of climbing a mountain to the peak of wisdom, being on the path and staying on the path regarding care of self, came from the words of the participants. In their words, the leaders communicate four common themes: Reflections on the Journey, Why Care for Self on the Journey, How to Care for Self on the Journey, and the Wisdom Learned Along the Path. Based on their reflections, recommendations include implementing creative ways to encourage care of self are for the hospital environment and educational methods to reinforce care of self for nurse leaders in the educational curriculum. A focus on care of self described by the leaders in this study may improve personal health, add to personal growth, assist in communication skills, allow for role modeling care of self to others, support setting priorities and boundaries, contribute to flexibility, and promote a work-life balance. These qualities would assist in creating a positive work environment and may influence the retention of nurses and contribute to recruiting new nursing leaders. Caring for self by nursing leaders is an important way for caring nursing theory to be brought to the practice setting. By role modeling a work-life balance nursing leaders bring the circle of caring out to others, beginning with care of self.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12202
- Subject Headings
- Nursing--United States--Psychological aspects, Nurses--Conduct of life, Nursing--Philosophy, Self-efficacy, Burn out (Psychology)--Prevention, Stress management
- Format
- Document (PDF)