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History And Application > Self regulation Week 6 > Flashcards

Self regulation Week 6 Flashcards

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1
Q
  1. Smart model
A 
Specific 
Measurable 
Attainable 
Relevant 
Time bound 
Goal setting method
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2
Q
  1. Self regulation/self control
A

Processes by which peaople pursue and attain goals

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3
Q
  1. Avoidance goal
A

Dying, avoiding undesired outcomes

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4
Q
  1. Approach goals
A

Maintain desired outcome, weightloss

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5
Q

4 strategies by Mann etc. for protecting valued goal striving from disruption

A

1.Prospection and planning-Identify future obstacles and visualize the future goal. 2. Automating behavior-The more you get exposed to something the more it becomes a habit which can lead to the goal state. 3. Construal-Adopt a different way of approaching a future goal in a present state.(I’m too tired to go to the gym). 4. Effortful inhibition-The process by which people attempt to fight off or suppress thoughts, feelings and behaviors that are contrary to their goals through conscious monitoring and effort. Requires cognitive capacity and resources, and motivational resourcses.

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6
Q
  1. Mental contrasting, dwelling and indulging
A

Visualization technique. Goal setting. Imagine a desired future goal state. Reflect on obstacles in the present. Gabriele o. Only effective for those with higher expectancies of success- you have to believe you can do it.

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7
Q
  1. Implementation intention
A

If then situations
If situation a occurs I will initiate behavior B to reach goal c.
If I want candy I will eat carrots instead to get fit.
Can only be used if strong goal commitments are in place.

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8
Q
  1. MCII/WOOP when to use?
A

WOOP: wish, outcome, obstacle, plan
Enhancing self-regulation.
Mcii: Mental contrasting Implementation intention. Strong commitments must be in place for implementation intention and mental contrasting creates suck strong commitments.

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9
Q
  1. Banduras definition of self efficacy
A

Beliefs regarding the outcomes that behavioral repertoires will bring about.

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10
Q

Cybernetic model of self-regulation/self-control

A
  1. Set the goal. 2. Monitor the mismatches between goal and behavior. 3. Implementing behavior that is consistent with goals to reduce the mismatches.
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11
Q
  1. The role of ERN in self-control
A

ERN-error-related negativity. Those who notice and react emotionally to goal conflicts and errors possess the most self-control.

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12
Q

Motivational-priorities

A

Help

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13
Q

How do Mann and colleagues (2013) define self-regulation/self-control?

A

Self-regulation is an umbrella term used to describe the various processes by which people pursue and attain goals.

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14
Q

How do Mann and colleagues (2013) link effective goal setting to self-determination theory?

A

Help

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15
Q
  1. According to (Oettingen & Gollwitzer, 2010), how does the fantasy realization model of self-regulation differ from cybernetic models of self-regulation?
A

Cybernetic model: Feedback between given state and ideal state is discovered by a comparator and thus leads to attempts to reduce the discovered discrepancy.
Fantasy realization: Specifies strategies that differentially influence whether people will use their fantasies about the desired future to build smart goal commitments.

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16
Q
  1. How does Bandura (1977; 1997) define self-efficacy? What does the gernality, level and strength of self-efficacy refer to? (Zimmerman, 2000)?
A

Personal judgments of one’s capabilities to organize and execute courses of action to attain designated goals.
Level: It’s dependence on the difficulty of a particular task. (spelling a word with increasing difficulty)
Generality: Transferability of self-efficacy beliefs across activities. (Algebra to statistics)
Strength of self-efficacy: The amount of certainty of about performing a given task.

17
Q

What does it mean to say that self-efficacy is based on a mastery criterion?

A

Comparing to an earlier experience of the task. Not compared to other people.

18
Q

Which part of the brain is thought to be involved in “monitoring” conflict between and actual behavior (Inzlicht et al., 2014)?

A

Anterior cingulate cortex

19
Q

Explain the role of “mindfulness” and “acceptance” in enhancing self-regulation/self-control (Inzlicht et al., 2014).

A

higher ERN when meditation is practiced by the person, improved attention to goal conflicts.

20
Q
  1. According to Inzlicht and colleagues (2014) which component of the cybernetic cycle is affected by limited resources during self-regulation/self-control tasks?
A

fatigue

21
Q

Performance vs. Mastery goals

A

Performace goal: Achievement of specific goal. Lose 28 pounds.
Mastery goals: Development of skill. learn to eat balanced meals.

22
Q
  1. Describe and explain the “Hot-Cool systems” perspective of willpower self-control of Mischel. What practical consequences does this model have for enhancing self-control/will-power?
A

Hot system: Amygdala/limbic system. The go system, fast and go for what you want directly.
Cold system: Prefrontal cortex. Wait system, reflective and slow and develops later in life.
The cool system makes us think about consequences about for example smoking that might lead to lung cancer. While we are using the cool system we are practicing our self-control, which is proven to be connected to a future with healthy choices and less criminal tendencies.

23
Q
  1. How does self-efficacy differ from: outcome expectancy, self-concept and self-esteem? (Zimmerman, 2000; lecture slide)?
A

Self-efficacy: The belief that one has the personal capability to carry out the actions required to produce a given outcome
Outcome expectancy: Beliefs regarding the outcomes that behavioral repertoires will bring about.
Self-concept: An idea of the self-constructed from the beliefs one holds about oneself and the responses of others.
Self-esteem: Confidence in one’s own worth or abilities; self-respect.
Self-regulation: Processes by which people pursue and attain goals/standards.

24
Q
  1. What is meant by metacognitive awareness? Why is it essential for effective self-regulated learning in students?
A

All learning processes and behaviors involving any degree of reflection, learning strategy selection, and intentional mental processing that can result in a student’s improved ability to learn.

History And Application (5 decks)

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