Teaching self-control of study behavior

PROBLEMATIC INTERNET USE AND HEALTH OUTCOMES: DOES TRAIT SELF-CONTROL MATTER?

Problematic internet use is prevalent among university students, and it has been associated with increased adverse health outcomes. The results of existing research are mixed regarding the effects of problematic internet use on health outcomes. To resolve this ambiguity, we drew upon the self-control theory and person-situation interaction model to propose trait self-control as a moderator in the relationship between problematic internet use and adverse health outcomes. The study participants comprised 273 students from both public and private universities in Nigeria. Results reveal that problematic internet use is a significant predictor of adverse health outcomes. However, we find no evidence to support our postulated Hypothesis that trait selfcontrol moderates the effects of problematic internet use on adverse health outcomes. Implications, limitations, and potential for future research are highlighted.  

Self-Control and Academic Achievement

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.

Efficacy of Three Common Study Methods

30 college males in liberal arts curricula were assigned to study passages by 3 different methods: reading, reading with underlining, and reading with note taking. When verbal intelligence (Scholastic Aptitude Test-Verbal) was held constant, the 3 groups did not differ on questions about comprehension of passages. The findings question the assumed value of underlining and note-taking during study and imply that future research might better be aimed at improving verbal rather than study skills in undergraduate populations.

Self-Monitoring and Self-Reinforcement of Studying by College Students

The present study involves examination of self-monitoring and self-reinforcement of studying to partial out the relative contributions of self-monitoring and self-reinforcement to change of behavior in number of minutes studied and test score. Undergraduate students were divided into groups and were asked to observe and record the number of minutes studied for an introductory psychology course. Reinforcers were points toward the student's course grade. It was predicted that study output would increase and thereby increase scores on course tests. After a 6-wk. experimental period, those students who self-reinforced in their natural environment significantly increased their study time. There was no significant difference between groups in test scores. These findings suggest self-reinforcement in a naturalistic context may increase time of study but not grades. The lack of relationship between time in study and test performance was discussed.

Role of Contract Negotiation in Self-Management of Study Time: A Preliminary Investigation

Suggestive findings are presented supporting the active role of the client in the establishment of contract conditions which facilitate self-control of study behavior. The need for a replication with a larger N is suggested.

A Comprehensive Behavioral-cognitive Treatment of Writer's Block

A behavioral-cognitive intervention, including the use of a schedule, overt and covert reinforcers, and therapist monitoring of progress, was used to treat a graduate student with writer's block. Daily self-recording was used to assess baseline and intervention phases, and indicated that the intervention yielded an immediate and consistent increase in the number of hours of writing, the use of weekdays for writing, and self-rated effectiveness. Clinical considerations involved in the use of the procedure and generalization of the method to other work projects and clients are discussed.

A meta-analysis of bibliotherapy studies

Used meta-analysis to examine the efficacy of bibliotherapy. Bibliotherapy treatments were compared to control groups and therapist-administered treatments. The mean estimated effect size (d) of the 70 samples analyzed was + 0.565. There was no significant differences between the effects of bibliotherapy and therapist-administered treatments, as well as no significant erosion of effect sizes at follow-up. Bibliotherapy did appear more effective for certain problem types (assertion training, anxiety, and sexual dysfunction) than for others (weight loss, impulse control, and studying problems). Overall the amount of therapist contact during bibliotherapy did not seem to relate to effectiveness, but there was evidence that certain problem types (weight loss and anxiety reduction) responded better with increased therapist contact. Recommendations for future research were given, especially for more research on the commonly purchased books and moderator analyses by personality type and reading ability.

A self-monitoring technique for increasing productivity in multiple media

During the baseline condition the number of lines written on a word processor and the amount of time spent on studio art were recorded. During Phase I self-recording of the number of lines written were graphed. Additional baseline information was obtained concerning the time spent on studio art. In Phase II both the number of lines written and time spent on art were recorded. Treatment effects were maintained at a 10 months follow-up.

A self-control approach to reducing smoking

A self-control program for reducing smoking which emphasized the use of record-keeping, positive reinforcement, punishment, stimulus control, breaking up the chain of behaviors, and other behavior modification techniques was developed and tried out with 5 Ss. The flexibility and economy of such a program suggest that more widespread tests of its effectiveness would be worthwhile.