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      Self-Control and Academic Achievement

      Author(s): 1 , 2 , 1 , 3 , 2
      Publication date Created:
      Publication date (Print):
      Journal: Annual Review of Psychology
      Publisher: Annual Reviews

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          Abstract

          Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

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          Executive Functions

          Adele Diamond (2013)
          Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.
          Article 0 comments Cited 2860 times – based on 0 reviews     Review now
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            A cognitive-affective system theory of personality: reconceptualizing situations, dispositions, dynamics, and invariance in personality structure.

            Walter Mischel, Yuichi Shoda (1995)
            A theory was proposed to reconcile paradoxical findings on the invariance of personality and the variability of behavior across situations. For this purpose, individuals were assumed to differ in (a) the accessibility of cognitive-affective mediating units (such as encodings, expectancies and beliefs, affects, and goals) and (b) the organization of relationships through which these units interact with each other and with psychological features of situations. The theory accounts for individual differences in predictable patterns of variability across situations (e.g., if A then she X, but if B then she Y), as well as for overall average levels of behavior, as essential expressions or behavioral signatures of the same underlying personality system. Situations, personality dispositions, dynamics, and structure were reconceptualized from this perspective.
            Article 0 comments Cited 666 times – based on 0 reviews     Review now
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              Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

              Michelle Richardson, Charles Abraham, Rod Bond (2012)
              A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
              Article 0 comments Cited 643 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Title: Annual Review of Psychology
                Abbreviated Title: Annu. Rev. Psychol.
                Publisher: Annual Reviews
                ISSN (Print): 0066-4308
                ISSN (Electronic): 1545-2085
                Publication date Created: January 04 2019
                Publication date (Print): January 04 2019
                Volume: 70
                Issue: 1
                Pages: 373-399
                Affiliations
                [1 ]Department of Psychology, University of Pennsylvania, Philadelphia, Pennsylvania 19104, USA;,
                [2 ]Department of Psychology, Stanford University, Stanford, California 94305, USA;,
                [3 ]School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania 15260, USA;
                Article
                DOI: 10.1146/annurev-psych-010418-103230
                PubMed ID: 30609915
                SO-VID: 747f4619-d693-444e-9a26-0b1b5399b391
                Copyright © © 2019
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