Alex Bertrams

Integrating attentional control theory and the strength model of self-control

In the present article, we argue that it may be fruitful to incorporate the ideas of the strength model of self-control into the core assumptions of the well-established attentional control theory (ACT). In ACT, it is assumed that anxiety automatically leads to attention disruption and increased distractibility, which may impair subsequent cognitive or perceptual-motor performance, but only if individuals do not have the ability to counteract this attention disruption. However, ACT does not clarify which process determines whether one can volitionally regulate attention despite experiencing high levels of anxiety. In terms of the strength model of self-control, attention regulation can be viewed as a self-control act depending on the momentary availability of self-control strength. We review literature that has revealed that self-control strength moderates the anxiety–performance relationship, discuss how to integrate these two theoretical models, and offer practical recommendations of how to counteract negative anxiety effects.

Self-control strength and physical exercise: An ecological momentary assessment study

Objective: We tested predictions made by the self‐control strength model on a day level using ecological momentary assessment methodology. The study examined the relationship between self‐control strength and physical exercise in participants who intended to exercise on a regular basis. We hypothesized that individuals would exercise more on days when their self‐control strength was high than on days when their self‐control strength was low and that trait self‐control would moderate this relationship. Methods: N = 63 students aged between 19 and 32 years participated in the study. Self‐control strength and physical exercise were assessed daily over a period of 20 days with an electronic diary. Results: Multilevel analyses revealed that the level of self‐control strength was positively associated with physical exercise (p = 0.01), and this relationship was stronger in individuals with low trait self‐control than in those with high trait self‐control (interaction effect: p = 0.03). Conclusion: These findings highlight the interplay between momentarily fluctuating variables such as self‐control strength and dispositional variables such as trait self‐control in the prediction of physical exercise. HighlightsIndividuals exercise more on days when their self‐control strength is high than on days when self‐control strength is low.This relationship is stronger in individuals with low trait self‐control compared to individuals with high trait self‐control.The practical importance of the self‐control strength model is emphasized.

Higher self-control capacity predicts lower anxiety-impaired cognition during math examinations

We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.

Ego depletion negatively affects knowledge retrieval in secondary school students

Abstract In the present study, we tested the assumption that performance in a knowledge retrieval test would be lower in secondary school students with temporarily depleted self-control strength (n = 53) compared to secondary school students with temporarily available self-control strength (n = 56). After manipulating self-control strength, students were instructed to memorise the names and the functions of the human eye and to recall as many names and functions as possible following a one-min distraction task. The results supported our assumptions, as students with depleted self-control strength performed significantly worse in the knowledge retrieval task compared to students whose self-control strength had not been temporarily depleted. The results suggest that depleted self-control strength may negatively affect academic performance and hinder a successful academic career. The theoretical and practical implications of these findings are discussed.

The influence of ego depletion on sprint start performance in athletes without track and field experience

We tested the assumption that ego depletion would affect the sprint start in a sample of N = 38 athletes without track and field experience in an experiment by applying a mixed between- (depletion vs. non-depletion) within- (T1: before manipulation of ego depletion vs. T2: after manipulation of ego depletion) subjects design. We assumed that ego depletion would increase the possibility for a false start, as regulating the impulse to initiate the sprinting movement too soon before the starting signal requires self-control. In line with our assumption, we found a significant interaction as there was only a significant increase in the number of false starts from T1 to T2 for the depletion group while this was not the case for the non-depletion group. We conclude that ego depletion has a detrimental influence on the sprint start in athletes without track and field experience.

Too Exhausted to Perform at the Highest Level? On the Importance of Self-control Strength in Educational Settings

In order to perform at the highest level in educational settings (e.g., students in testing situations), individuals often have to control their impulses or desires (e.g., to study for an upcoming test or to prepare a course instead of spending time with the peer group). Previous research suggests that the ability to exert self-control is an important predictor of performance and behavior in educational contexts. According to the strength model, all self-control acts are based on one global energy pool whose capacity is assumed to be limited. After having performed a first act of self-control, this resource can become temporarily depleted which negatively affects subsequent self-control. In such a state of ego depletion, individuals tend to display impaired concentration and academic performance, fail to meet academic deadlines, or even disengage from their duties. In this mini-review, we report recent studies on ego depletion which have focused on children as well as adults in educational settings, derive practical implications for how to improve self-control strength in the realm of education and instruction, and discuss limitations regarding the assumptions of the strength model of self-control.