Metacognition and polyregulation in daily self-control conflicts.
Self-control
experience sampling
metacognition
polyregulation
strategy repertoire
Journal
Scandinavian journal of psychology
ISSN: 1467-9450
Titre abrégé: Scand J Psychol
Pays: England
ID NLM: 0404510
Informations de publication
Date de publication:
Apr 2024
Apr 2024
Historique:
revised:
17
07
2023
received:
09
02
2023
accepted:
10
08
2023
medline:
18
3
2024
pubmed:
20
9
2023
entrez:
20
9
2023
Statut:
ppublish
Résumé
Metacognition is important for self-regulated learning, and it has recently been argued that it may play an important role in self-control more generally. We studied multiple aspects of metacognition in self-control, namely metacognitive knowledge including a person's repertoire ("toolbox") of different self-regulatory strategies, metacognitive regulation (planning, monitoring, and evaluation), and polyregulation (using more self-regulatory strategies in a single self-control conflict) as predictors of people's self-control success in daily life. In a preregistered experience sampling study, N = 503 participants reported their self-control conflicts up to eight times per day for 10 days, yielding 9,639 reports of daily self-control conflicts. Analyses showed that higher levels of metacognitive knowledge, planning, monitoring, evaluation, and polyregulation as well as a larger strategy repertoire were associated with higher levels of success in resolving daily self-control conflicts. Additionally, higher levels of trait self-control were associated with higher levels of metacognitive knowledge, planning, and monitoring. These findings highlight the importance of metacognition and polyregulation for successful self-control.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
179-194Subventions
Organisme : Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung
Informations de copyright
© 2023 The Authors. Scandinavian Journal of Psychology published by Scandinavian Psychological Associations and John Wiley & Sons Ltd.
Références
Amzil, A. (2014). The effect of a metacognitive intervention on college students' reading performance and metacognitive skills. Journal of Educational and Developmental Psychology, 4(1), 27. https://doi.org/10.5539/jedp.v4n1p27.
Appelbaum, M., Cooper, H., Kline, R.B., Mayo-Wilson, E., Nezu, A.M. & Rao, S.M. (2018). Journal article reporting standards for quantitative research in psychology: The APA publications and communications board task force report. American Psychologist, 73(1), 3-25. https://doi.org/10.1037/amp0000191.
Aspinwall, L.G. & Taylor, S.E. (1997). A stitch in time: Self-regulation and proactive coping. Psychological Bulletin, 121(3), 417-436. https://doi.org/10.1037/0033-2909.121.3.417.
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In R.A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38 (pp. 69-164). Lincoln: University of Nebraska Press.
Bates, D., Maechler, M., Bolker, B. & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1-48. https://doi.org/10.18637/jss.v067.i01.
Bertrams, A. & Dickhäuser, O. (2009). Measuring dispositional self-control capacity. A German adaptation of the short form of the self-control scale (SCS-KD). Diagnostica, 55, 2-10. https://doi.org/10.1026/0012-1924.55.1.2.
Boekaerts, M. & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231. https://doi.org/10.1111/j.1464-0597.2005.00205.x.
Bonanno, G.A. & Burton, C.L. (2013). Regulatory flexibility: An individual differences perspective on coping and emotion regulation. Perspectives on Psychological Science, 8, 591-612. https://doi.org/10.1177/1745691613504116.
Bürgler, S., Hoyle, R.H. & Hennecke, M. (2021). Flexibility in using self-regulatory strategies to manage self-control conflicts: The role of metacognitive knowledge, strategy repertoire, and feedback monitoring. European Journal of Personality, 35(6), 861-880. https://doi.org/10.1177/0890207021992907.
Bürgler, S., Kleinke, K. & Hennecke, M. (2022). The metacognition in self-control scale (MISCS). Personality and Individual Differences, 199, 111841. https://doi.org/10.1016/j.paid.2022.111841.
Burke, L.E., Wang, J. & Sevick, M.A. (2011). Self-monitoring in weight loss: A systematic review of the literature. Journal of the American Dietetic Association, 111(1), 92-102. https://doi.org/10.1016/j.jada.2010.10.008.
Churchill, S. & Jessop, D.C. (2011). Reflective and non-reflective antecedents of health-related behaviour: Exploring the relative contributions of impulsivity and implicit self-control to the prediction of dietary behaviour. British Journal of Health Psychology, 16, 257-272. https://doi.org/10.1348/135910710X498688.
Counsell, A. & Cribbie, R.A. (2015). Equivalence tests for comparing correlation and regression coefficients. British Journal of Mathematical and Statistical Psychology, 68(2), 292-309. https://doi.org/10.1111/bmsp.12045.
Crescioni, A., Ehrlinger, J., Alquist, J.L., Conlon, K.E., Baumeister, R.F., Schatschneider, C. et al. (2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16(5), 750-759. https://doi.org/10.1177/1359105310390247.
Duckworth, A.L. & Carlson, S.M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E. Grouzet & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139152198.015.
Duckworth, A.L., Gendler, T.S. & Gross, J.J. (2016). Situational strategies for self-control. Perspectives on Psychological Science, 11, 35-55. https://doi.org/10.1177/1745691615623247.
Duckworth, A.L., White, R.E., Matteucci, A.J., Shearer, A. & Gross, J.J. (2016). A stitch in time: Strategic self-control in high school and college students. Journal of Educational Psychology, 108, 329-341. https://doi.org/10.1037/edu0000062.
Eisele, G., Vachon, H., Lafit, G., Kuppens, P., Houben, M., Myin-Germeys, I. et al. (2020). The effects of sampling frequency and questionnaire length on perceived burden, compliance, and careless responding in experience sampling data in a student population. Assessment, 29(2), 136-151. https://doi.org/10.1177/1073191120957102.
Enders, C.K. & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121-138. https://doi.org/10.1037/1082-989X.12.2.121.
Ent, M.R., Baumeister, R.F. & Tice, D.M. (2015). Trait self-control and the avoidance of temptation. Personality and Individual Differences, 74, 12-15. https://doi.org/10.1016/j.paid.2014.09.031.
Field, A. (2017). Discovering statistics using IBM SPSS statistics, 5th edition. Thousand Oaks, CA: Sage Publications.
Ford, B.Q., Gross, J.J. & Gruber, J. (2019). Broadening our field of view: The role of emotion polyregulation. Emotion Review, 11(3), 197-208. https://doi.org/10.1177/1754073919850314.
Friese, M. & Hofmann, W. (2016). State mindfulness, self-regulation, and emotional experience in everyday life. Motivation Science, 2, 1-14. https://doi.org/10.1037/mot0000027.
Fujita, K., Orvell, A. & Kross, E. (2020). Smarter, not harder: A toolbox approach to enhancing self-control. Policy Insights From the Behavioral and Brain Sciences, 7(2), 149-156. https://doi.org/10.1177/2372732220941242.
Fujita, K., Scholer, A.A., Miele, D.B. & Nguyen, T. (2019). On metamotivation: Consumers' knowledge about the role of construal level in enhancing task performance. Journal of the Association for Consumer Research, 4(1), 57-64. https://doi.org/10.1086/700839.
Gollwitzer, P.M. & Brandstätter, V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73(1), 186-199.
Grommisch, G., Koval, P., Hinton, J.D., Gleeson, J., Hollenstein, T., Kuppens, P. et al. (2019). Modeling individual differences in emotion regulation repertoire in daily life with multilevel latent profile analysis. Emotion, 20(8), 1462-1474. https://doi.org/10.1037/emo0000669.
Guthrie, J.T., Wigfield, A., Barbosa, P., Perencevich, K.C., Taboada, A., Davis, M.H. et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403-423. https://doi.org/10.1037/0022-0663.96.3.403.
Harkin, B., Webb, T.L., Chang, B.P.I., Prestwich, A., Conner, M., Kellar, I. et al. (2016). Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence. Psychological Bulletin, 142(2), 198-229. https://doi.org/10.1037/bul0000025.
Hennecke, M. & Bürgler, S. (2020). Many roads lead to Rome: Self-regulatory strategies and their effects on self-control. Personality and Social Psychology Compass, 14, e12530. https://doi.org/10.1111/spc3.12530.
Hennecke, M. & Bürgler, S. (2022). Metacognition and self-control: An integrative framework. Psychological Review.
Hennecke, M., Czikmantori, T. & Brandstätter, V. (2019). Doing despite disliking: Self-regulatory strategies in everyday aversive activities. European Journal of Personality, 33, 104-128. https://doi.org/10.1002/per.2182.
Hofmann, W., Baumeister, R.F., Förster, G. & Vohs, K.D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102, 1318-1335. https://doi.org/10.1037/a0026545.
Hofmann, W., Friese, M. & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4, 162-176. https://doi.org/10.1111/j.1745-6924.2009.01116.x.
Hofmann, W., Vohs, K.D. & Baumeister, R.F. (2012). What people desire, feel conflicted about, and try to resist in everyday life. Psychological Science, 23(6), 582-588. https://doi.org/10.1177/0956797612437426.
Howard, B.C., McGee, S., Hong, N.S. & Shia, R. (2000). The influence of metacognitive self- regulation on problem-solving in computer-based science inquiry. New Orleans: Paper presented to the American Educational Research Association.
Hoyle, R.H. & Davisson, E.K. (2016). Varieties of self-control and their personality correlates. In K.D. Vohs & R.F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 396-413). New York, USA: Guilford Press.
Inzlicht, M. & Friese, M. (2020). Willpower is overrated. [Peer commentary on: Ainslie, G. (2020)]. Willpower with and without effort. Behavioral and Brain Sciences, 44, 1-81. https://doi.org/10.1017/S0140525X20000357.
Isaacson, R. & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1624.
Junger, M. & Van Kampen, M. (2010). Cognitive ability and self-control in relation to dietary habits, physical activity, and bodyweight in adolescents. International Journal of Behavioral Nutrition and Physical Activity, 7(22), 1-12. https://doi.org/10.1186/1479-5868-7-22.
Kahneman, D., Krueger, A.B., Schkade, D.A., Schwarz, N. & Stone, A.A. (2004). A survey method for characterizing daily life experience: The day reconstruction method. Science, 306(5702), 1776-1780. https://doi.org/10.1126/science.1103572.
Kline, R.B. (2015). The mediation myth. Basic and Applied Social Psychology, 37(4), 202-213. https://doi.org/10.1080/01973533.2015.1049349.
Kroese, F.M., Adriaanse, M.A., Evers, C. & De Ridder, D.T.D. (2011). “Instant success”: Turning temptations into cues for goal-directed behavior. Personality and Social Bulletin, 37, 1389-1397. https://doi.org/10.1177/0146167211410889.
Lakens, D., Scheel, A.M. & Isager, P.M. (2018). Equivalence testing for psychological research: A tutorial. Advances in Methods and Practices in Psychological Science, 1(2), 259-269. https://doi.org/10.1177/2515245918770963.
Lam, C.B. & McBride-Chang, C.A. (2007). Resilience in young adulthood: The moderating influences of gender-related personality traits and coping flexibility. Sex Roles, 56, 159-172. https://doi.org/10.1007/s11199-006-9159-z.
Lopez, R.B., Cosme, D., Werner, K.M., Saunders, B. & Hofmann, W. (2021). Associations between use of self-regulatory strategies and daily eating patterns: An experience sampling study in college-aged women. Motivation and Emotion, 45(6), 747-758. https://doi.org/10.1007/s11031-021-09903-4.
MacGregor, K.E., Carnevale, J.J., Dusthimer, N.E. & Fujita, K. (2017). Knowledge of the self-control benefits of high-level versus low-level construal. Journal of Personality and Social Psychology, 112(4), 607-620. https://doi.org/10.1037/pspp0000130.
Martiny-Huenger, T., Bieleke, M., Oettingen, G. & Gollwitzer, P.M. (2016). From thought to automatic action: Strategic and incidental action control by if-then planning. In R. Deutsch, B. Gawronski & W. Hofmann (Eds.), Reflective and impulsive determinants of behavior (pp. 69-84). New York, USA: Psychology Press.
Metcalfe, J. & Mischel, W. (1999). A hot/cool-system analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106(1), 3-19. https://doi.org/10.1037/0033-295X.106.1.3.
Meyners, M. (2012). Equivalence tests - A review. Food Quality and Preference, 26(2), 231-245. https://doi.org/10.1016/j.foodqual.2012.05.003.
Miele, D.B., Scholer, A.A. & Fujita, K. (2020). Metamotivation: Emerging research on the regulation of motivational states. Advances in Motivation Science, 7, 1-42). Elsevier. https://doi.org/10.1016/bs.adms.2019.10.001.
Milyavskaya, M. & Inzlicht, M. (2017). What's so great about self-control? Examining the importance of effortful self-control and temptation in predicting real-life depletion and goal attainment. Social Psychological and Personality Science, 8, 603-611. https://doi.org/10.1177/1948550616679237.
Milyavskaya, M., Inzlicht, M., Hope, N. & Koestner, R. (2015). Saying “no” to temptation: Want-to motivation improves self-regulation by reducing temptation rather than by increasing self-control. Journal of Personality and Social Psychology, 109, 677-693. https://doi.org/10.1037/pspp0000045.
Milyavskaya, M., Saunders, B. & Inzlicht, M. (2021). Self-control in daily life: Prevalence and effectiveness of diverse self-control strategies. Journal of Personality, 89(4), 634-651. https://doi.org/10.1111/jopy.12604.
Mischel, H.N. & Mischel, W. (1983). Development of children's knowledge of self-control strategies. Child Development, 54, 603-619.
Mischel, W., Shoda, Y. & Rodriguez, M.L. (1989). Delay of gratification in children. Science, 244, 933-938. https://doi.org/10.1126/science.2658056.
Montague, M., Krawec, J., Enders, C. & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469-481. https://doi.org/10.1037/a0035176.
Myrseth, K.O.R. & Fishbach, A. (2009). Self-control: A function of knowing when and how to exercise restraint. Current Directions in Psychological Science, 18(4), 247-252. https://doi.org/10.1111/j.1467-8721.2009.01645.x.
Nguyen, T., Carnevale, J.J., Scholer, A.A., Miele, D.B. & Fujita, K. (2019). Metamotivational knowledge of the role of high-level and low-level construal in goal-relevant task performance. Journal of Personality and Social Psychology, 117(5), 876-899. https://doi.org/10.1037/pspa0000166.
Nosek, B.A., Alter, G., Banks, G.C., Borsboom, D., Bowman, S.D., Breckler, S.J. et al. (2015). Promoting an open research culture. Science, 348(6242), 1422-1425. https://doi.org/10.1126/science.aab2374.
Pearlin, L.I. & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behavior, 19, 2-21. https://doi.org/10.2307/2136319.
Peugh, J.L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48, 85-112. https://doi.org/10.1016/j.jsp.2009.09.002.
Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). San Diego, CA, USA: Academic Press.
Pintrich, P.R., Wolters, C.A. & Baxter, G.P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Nebraska-Lincoln: Buros Institute of Mental Measurements. https://digitalcommons.unl.edu/burosmetacognition/3/.
Pressley, M. & Harris, K.R. (2006). Cognitive strategy instruction: From basic research to classroom instruction. In P.A. Alexander & P.H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 265-286). San Diego: Academic Press.
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48, 1-36. https://doi.org/10.18637/jss.v048.i02.
Saunders, B., Milyavskaya, M., Etz, A., Randles, D. & Inzlicht, M. (2018). Reported self-control is not meaningfully associated with inhibition-related executive function: A Bayesian analysis. Collabra. Psychology, 4, 39. https://doi.org/10.1525/collabra.134.
Schoeneman, T.J. (1981). Reports of the sources of self-knowledge. Journal of Personality, 49(3), 284-294. https://doi.org/10.1111/j.1467-6494.1981.tb00937.x.
Scholer, A.A. & Miele, D.B. (2016). The role of metamotivation in creating task-motivation fit. Motivation Science, 2(3), 171-197. https://doi.org/10.1037/mot0000043.
Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology, 19, 143-154. https://doi.org/10.1006/ceps.1994.1013.
Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgments. The Journal of Studyal Education, 65, 135-146. https://doi.org/10.1080/00220973.1997.9943788.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. https://doi.org/10.1023/A:1003044231033.
Schraw, G. & Gutierrez, A.P. (2015). Metacognitive strategy instruction that highlights the role of monitoring and control processes. In Metacognition: Fundaments, applications, and trends (pp. 3-16). Berlin, Germany: Springer. https://doi.org/10.1007/978-3-319-11062-2_1.
Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307.
Schunk, D.H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. https://doi.org/10.1080/10413209508406961.
Schunk, D.H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94. https://doi.org/10.1207/s15326985ep4002_3.
Scollon, C.N., Prieto, C.K. & Diener, E. (2009). Experience sampling: Promises and pitfalls, strength and weaknesses. In Assessing well-being (pp. 157-180). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-2354-4_8.
Sheeran, P., Milne, S., Webb, T.L. & Gollwitzer, P.M. (2005). Implementation intentions and health behaviours. In M. Conner & P. Norman (Eds.), Predicting health behaviour: Research and practice with social cognition models (2nd ed., pp. 276-323). Buckingham: Open University Press.
Simmons, J.P., Nelson, L.D. & Simonsohn, U. (2012). A 21 word solution. Dialogue: The Official Newsletter of the Society for Personality and Social Psychology, 26(2), 4-7. https://doi.org/10.2139/ssrn.2160588.
Tangney, J.P., Baumeister, R.F. & Boone, A.L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271-324. https://doi.org/10.1111/j.0022-3506.2004.00263.x.
van Koningsbruggen, G.M., Stroebe, W., Papies, E.K. & Aarts, H. (2011). Implementation intentions as goal primes: Boosting self-control in tempting environments. European Journal of Social Psychology, 41(5), 551-557. https://doi.org/10.1002/ejsp.799.
Véronneau, M.H., Racer, K.H., Fosco, G.M. & Dishion, T.J. (2014). The contribution of adolescent effortful control to early adult educational attainment. Journal of Educational Psychology, 106, 730-743. https://doi.org/10.1037/a0035831.
Vohs, K.D., Finkenauer, C. & Baumeister, R.F. (2011). The sum of friends' and lovers' self-control scores predicts relationship quality. Social Psychological and Personality Science, 2(2), 138-145. https://doi.org/10.1177/1948550610385710.
Wennerhold, L. & Friese, M. (2023). Challenges in the conceptualization of trait self-control as a psychological construct. Social and Personality Psychology Compass, 17(3), e12726. https://doi.org/10.1111/spc3.12726.
Wenzel, M., Bürgler, S., Brandstätter, V., Kreibich, A. & Hennecke, M. (2023b). Self-Regulatory Strategy Use, Efficacy, and Strategy-Situation-Fit in Self-Control Conflicts of Initiation, Persistence, and Inhibition. European Journal of Personality. https://doi.org/10.1177/08902070221150478.
Wenzel, M., Bürgler, S., Rowland, Z. & Hennecke, M. (2021). Self-control dynamics in daily life: The importance of variability between self-regulatory strategies and strategy differentiation. European Journal of Personality, 35(5), 1-24. https://doi.org/10.1177/08902070211043023.
Wenzel, M., Rowland, Z., Bürgler, S., Friese, M., Hofmann, W. & Hennecke, M. (2023a). Person × domain interactions in resisting desires in daily life. European Journal of Personality, 37(4), 453-467. https://doi.org/10.1177/08902070221098912.
Werner, K.M. & Ford, B.Q. (2023). Self-control: An integrative framework. Social and Personality Psychology Compass, 17(5), e12738. https://doi.org/10.1111/spc3.12738.
Werner, K.M., Inzlicht, M. & Ford, B.Q. (2022). Whither inhibition? Current Directions in Psychological Science, 31(4), 333-339. https://doi.org/10.1177/09637214221095.
Zimmerman, B.J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201. https://doi.org/10.1007/BF01322178.
Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016.
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2.
Zimmerman, B.J. & Campillo, M. (2003). Motivating self-regulated problem solvers. In J.E. Davidson & R. Sternberg (Eds.), The psychology of problem solving (pp. 233-262). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511615771.009.
Zimmerman, B.J. & Paulsen, A.S. (1995). Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation. New Directions for Teaching and Learning, 1995, 13-27. https://doi.org/10.1002/tl.37219956305.