scholarly journals Goal disengagement in emerging adulthood

2015 ◽  
Vol 40 (2) ◽  
pp. 117-125 ◽  
Author(s):  
Veronika Brandstätter ◽  
Marcel Herrmann
Keyword(s):  
Emerging Adulthood ◽  
Identity Formation ◽  
Self Regulation ◽  
Well Being ◽  
Decisional Conflict ◽  
Negative Consequences ◽  
Goal Disengagement ◽  
Action Crises ◽  
And Performance ◽  
Action Crisis

In emerging adulthood, being committed to and making progress on important personal goals constitutes a source of identity and well-being. Goal striving, however, does not always go without problems. Even though highly committed to a goal, individuals may experience recurring setbacks and, consequently, increasing doubts about the goal that might culminate in an action crisis, that is, an intra-psychic decisional conflict about whether to disengage from or to continue on their way. Action crises have been shown to lead to negative consequences on well-being and performance. Besides these negative consequences, however, an action crisis is hypothesized to have an adaptive side that is addressed in the present paper. Actively questioning the pursuit of a goal should allow for weighing up the focal goal against alternative and possibly more desirable goals. This open-minded re-evaluation, in the event of goal disengagement, is assumed to avoid the emergence of action crises in subsequently formed goals. As expected, in a longitudinal study over one and a half years with n = 207 freshman students, the degree of experienced action crisis prior to goal disengagement predicted the desirability and decisional certainty of the subsequently formed alternative goal. Theoretical implications of the results for research on self-regulation and identity formation in emerging adulthood are discussed.

scholarly journals Toward a dynamic model of Gelotophobia: Social support, workplace bullying and stress are connected with diverging trajectories of life and job satisfaction among Gelotophobes

2020 ◽  
Author(s):  
Willibald Ruch ◽  
Alexander G. Stahlmann
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Panel Data ◽  
Work Stress ◽  
Perceived Stress ◽  
Workplace Bullying ◽  
Well Being ◽  
Negative Consequences ◽  
Dynamic Framework ◽  
And Performance

Abstract Recent theoretical advances have grounded gelotophobia (Greek: gelos = laughter, phobos = fear) in a dynamic framework of causes, moderating factors, and consequences of the fear of being laughed at. This understanding corresponds to that of vulnerability and translates gelotophobia into a distinguishable pattern of lacking resources (i.e., misinterpretation of joy and laughter) that can result in negative consequences (e.g., reduced well-being and performance) if individuals have no access to further resources (e.g., social support) or are exposed to severe stressors (e.g., workplace bullying). Based on the panel data provided by the Swiss National Centre of Competence in Research LIVES (N = 2469 across six measurement intervals), this study takes the first step toward empirically testing this model’s assumptions: First, we computed exemplary zero-order correlations and showed that gelotophobia was negatively connected with social support (resource) and life and job satisfaction (consequences) and positively connected with perceived stress, work stress, and workplace bullying (stressors). Second, we used longitudinal cluster analyses (KmL; k-means-longitudinal) and showed that the panel data can be clustered into three stable patterns of life and job satisfaction and that gelotophobia is primarily related to the two clusters marked by lower levels of satisfaction. Third, we computed partial correlations and showed that social support, perceived stress, and work stress (but not workplace bullying) can weaken or completely resolve gelotophobia’s relationships with such diverging trajectories of life and job satisfaction. We concluded that seeing gelotophobia through the lens of vulnerability is useful and that such research warrants further attention using more dedicated, theoretically grounded projects.

Goal adjustment capacities in uncontrollable life circumstances: Benefits for psychological well-being during COVID-19

2021 ◽  
Author(s):  
Jeremy M. Hamm ◽  
Jaron X. Y. Tan ◽  
Meaghan Barlow ◽  
Rachel Delaney ◽  
Katherine Anne Duggan
Keyword(s):  
Perceived Control ◽  
Meaning In Life ◽  
Growth Models ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Well Being ◽  
Goal Adjustment ◽  
Goal Disengagement ◽  
Life Circumstances ◽  
Nationally Representative

Goal adjustment capacities (i.e., goal disengagement and goal reengagement) are core self-regulatory resources theorized to buffer psychological well-being during intractable life circumstances. However, research has yet to examine whether these capacities protect well-being for individuals who encounter uncontrollable losses in their ability to pursue important life goals due to the COVID-19 pandemic. Using a nationally-representative sample of American adults aged 18-80 (n = 292), the present longitudinal study examined the influence of goal disengagement and reengagement on levels and change in psychological well-being for individuals who differed in perceived control over their goals early in the pandemic. Results from multilevel growth models showed that goal reengagement, but not goal disengagement, capacities predicted higher levels of well-being (lower perceived stress, depressive symptoms; higher life satisfaction, meaning in life) for individuals who reported pandemic-induced declines in control over their goals. Findings inform theories of motivation and self-regulation and point to the adaptive value of goal reengagement capacities during uncontrollable life circumstances.

Reflections on the Role of Control in Meditation

2020 ◽  
Author(s):  
Deane H. Shapiro
Keyword(s):  
Belief Systems ◽  
Self Regulation ◽  
Well Being ◽  
Negative Consequences ◽  
Western Psychology ◽  
Wide Range ◽  
Being There ◽  
And Behavior ◽  
Instrumental Control

Spiritual, religious, and secular traditions emphasize the importance of control over one’s thoughts, feelings and behavior, and the relevance of meditation in achieving this control. Meditation practices, in particular, can be understood as one strategy amongst others for achieving self-regulation. While the main focus in Western psychology has been on active instrumental control, other traditions have emphasized the importance of a more accepting/yielding mode of control. This chapter distinguishes between different forms of control and how some of these may be enhanced by meditation practices. While over-control and passive resignation can have negative consequences for a person’s well-being, there is evidence for the beneficial role of the active/assertive and positive accepting/yielding modes of control. Selecting the most appropriate meditation strategy for a particular person is dependent upon a wide range of factors, including the person’s control profile, their sensory orientation, and their belief systems. The chapter concludes with the description of the author’s personal journey in exploring meditation and theories and practices of control—and a note of gratitude.

Adaptive Self-Regulation of Unattainable Goals: Goal Disengagement, Goal Reengagement, and Subjective Well-Being

2003 ◽  
Vol 29 (12) ◽  
pp. 1494-1508 ◽  
Author(s):  
Carsten Wrosch ◽  
Michael F. Scheier ◽  
Gregory E. Miller ◽  
Richard Schulz ◽  
Charles S. Carver
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Subjective Well Being ◽  
Goal Disengagement

The Role of Financial Identity Processes in Financial Behaviors and Financial Well-Being

2021 ◽  
pp. 216769682110161
Author(s):  
Rimantas Vosylis ◽  
Angela Sorgente ◽  
Margherita Lanz
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Emerging Adults ◽  
Factor Model ◽  
Well Being ◽  
Financial Behaviors ◽  
Identity Processes ◽  
Study Results ◽  
Financial Identity

Financial identity formed during emerging adulthood is important for the regulation of youth financial behaviors, decisions, and long-term financial goals. This three-wave short-term longitudinal study investigates how youth develop a distinct manner of approaching and managing personal finances and reveals the structure and dynamics of financial identity development during emerging adulthood. Using the cross-lagged panel model analysis, it also investigates longitudinal reciprocal associations between financial identity processes, financial behaviors, and financial well-being of emerging adults. The sample consists of 533 Lithuanian higher education students (56.8% women; M age = 18.93, SD age = 0.71) who took part in three assessment waves. The findings support the use of the three-factor model of financial identity formation and show that financial identity formation is shaped by emerging adults’ financial situation and contribute to the formation of financial behaviors and financial well-being. Practical implications of study results are also discussed.

scholarly journals Psychological self-regulation as factor of success in the management of own behavior in different life domains

2019 ◽  
Vol 12 (3) ◽  
pp. 148-163
Author(s):  
E.I. Rasskazova
Keyword(s):  
Emotional State ◽  
Self Regulation ◽  
Stage Of Change ◽  
Well Being ◽  
Life Domain ◽  
Self Determination ◽  
Goal Disengagement ◽  
Subjective Success ◽  
Regulation Of Activity ◽  
High Level

Paper is devoted to psychological self-regulation at different stages of behavior change, according to the trans-theoretical model. It was assumed that psychological factors of self-regulation are differently related to the subjective success of achieving goals, depending on the life domain and the stage of change. 127 students set goals for the next 2.5 months (study / work, communication, hobbies, health), evaluated them on the Likert scale, filled the Volitional Components Inventory, Goal Disengagement and Reengagement Scale, and a number of methods for psychological well-being. In the domains of study, communication and health, a high level of self-regulation and volitional abilities was typical for pre-contemplation and action stages, and the high cognitive control was found for the pre-contemplation and preparation stages. Satisfaction and emotional state were not associated with the desire for change. In the domain of study subjective success after 2.5 months was associated with the ability to concentrate and disengage the goal, and in the domains of communication and health — with self-determination and self-motivation. The results indicate the importance of taking into account the life domain and stage of change in studies of the psychological regulation of activity.

Motivation in Sport and Performance

2018 ◽  
Author(s):  
Glyn C. Roberts ◽  
Christina G. L. Nerstad ◽  
P. Nicolas Lemyre
Keyword(s):  
Goal Setting ◽  
Sport Psychology ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Goal Theory ◽  
Agency Beliefs ◽  
And Performance ◽  
Motivation Strategies

Motivation is the largest single topic in psychology, with at least 32 theories that attempt to explain why people are or are not motivated to achieve. Within sport psychology research, there are a plethora of techniques of how to increase and sustain motivation (strategies to enhance agency beliefs, self-regulation, goal setting, and others). However, when explaining the conceptual undergirding of motivation in sport, the why of motivation, two theories predominate: Achievement Goal Theory (AGT) and Self-Determination Theory (SDT). Both theories predict the same outcomes, such as increased achievement striving, sustained behavior change, and perceptions of well-being, but they differ in why those outcomes occur. AGT assumes that individuals cognitively evaluate the competence demands and meaningfulness of the activity, and that those perceptions govern behavior. SDT assumes that individuals are driven by three basic needs, competence, autonomy, and relatedness, and the satisfaction of those needs govern behavior. The following discusses both theories and concludes that each has their strengths and weaknesses.

scholarly journals PSYCHOLOGICAL BASES OF PEDAGOGICAL SELF-REGULATION

2020 ◽  
Vol 8 (15) ◽  
Author(s):  
Alevtina Antonova
Keyword(s):  
Information Overload ◽  
Muscle Tension ◽  
Self Regulation ◽  
Well Being ◽  
Teaching Profession ◽  
Internal Stresses ◽  
Negative Consequences ◽  
Socially Responsible ◽  
Conflict Situations ◽  
High Level

Annotation. The author focuses on the fact that mastering the pedagogical profession is associated not only with the development of the teacher’s personality, his abilities, skills, but also with the ability to deal with the negative consequences of maladaptation, such as poor health, conflict, fatigue, which manifests itself in relations with students , colleagues, administration. It is shown that the teacher’s maladaptation is promoted by a high level of tension, the complexity of intellectual work, an increased load on the visual apparatus, psycho-emotional, as well as muscle tension. Social maladaptive factors include: low social security and prestige of the teaching profession, multifunctional socially responsible activity in the conditions of information overload, the need for professional interpersonal interaction in conflict situations. The author emphasizes that the most typical neuropsychiatric disorders for teachers, overwork, decreased vision, pain in various parts of the spine, cardiovascular diseases and allergic conditions. Increasingly, the phenomenon of psycho-emotional “burnout” occurs, which is characterized by sleep disturbance, a decrease in the level of activity, the manifestation of asthenic reactions, an increase in irritability, and ultimately a decrease in the efficiency of professional work. Psychocorrectional work is carried out with the aim of improving a person’s adaptation to life situations: to relieve everyday external and internal stresses: to prevent and resolve conflicts that a person faces. The author considers approaches that describe the costs of teaching, as well as ways and means of overcoming them, and emphasizes the need to develop the teacher’s skills to control and regulate his well-being, his emotional state, largely determines the effectiveness of the process of interaction with pupils and colleagues, and to some extent is an indicator his professionalism.

scholarly journals Negative Affect and Performance on Exam Day in College Students: The Role of Self-Regulation

2021 ◽  
Vol 12 (1) ◽  
pp. 35-46
Author(s):  
Alissa Russell ◽  
Kathleen Thursby ◽  
Teresa Aubele-Futch ◽  
Rebecca Stoddart
Keyword(s):  
Emotion Regulation ◽  
Negative Affect ◽  
Self Regulation ◽  
Well Being ◽  
Mediating Role ◽  
Professional Goals ◽  
And Performance ◽  
Performance Results ◽  
The Relationship

In the U.S., college transition grows increasingly difficult, with students experiencing rising levels of stress and anxiety. Such challenges may arise as students face normative but novice stressors while working towards professional goals. Students’ ability to engage in successful self-regulation may be especially important in response to these challenges. The goals of the present study were to assess a) the mediating role of  self-regulatory behaviors on the relationship between trait emotion regulation and negative affect (NA) on the day of a first major college exam; and, b) the mediating role of exam-day NA on the relationship between self-regulatory behaviors and exam performance. Results show that trait-level challenges in emotion regulation are associated with increased procrastination behaviors in the days before the exam, which in turn is associated with higher NA on exam day. Implications are discussed for well-being and success of students, particularly for students who struggle with self-regulation.

scholarly journals Technology to Support Self-Regulation in Older Adulthood: Insights From Design to Implementation

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 124-124
Author(s):  
Shannon Meija ◽  
Hans-Werner Wahl
Keyword(s):  
Older Adults ◽  
Social Relations ◽  
Technology Use ◽  
Information Seeking ◽  
Self Regulation ◽  
Well Being ◽  
Health Technology ◽  
Design Elements ◽  
Regulatory Processes ◽  
And Performance

Abstract Across the lifespan, individuals adapt to change through the careful monitoring and adjustment of goals, demands, and performance—processes of self-regulation. Technology in support of self-regulatory processes may compensate for deficiencies in the ability to set, monitor, and work toward goals. Our purpose in this symposium is to forward the discourse on how health technology—from design to implementation—can assist older adults in their efforts to support their health and well-being in daily life. Our symposium begins with design considerations for technologies that support processes of information seeking, reflection, and action. Chin presents a process for designing conversation agents that guide dialogues with older adults to support informal self-regulated learning of health information. Nie and colleagues synthesize the literature on visual feedback to provide a framework that illustrates how visual design elements can link feedback to action. The symposium continues with papers that speak to older adults’ experiences using technology to accomplish their goals. Mejía and colleagues use insight from older adults who had self-assessed their balance for 30 consecutive days to explore themes of self-monitoring accuracy and feedback preferences. Francis and colleagues use data from the Detroit-based Social Relations Study to illustrate how technology use and its implications vary when older adults engage with their weaker social ties. The symposium will conclude with a discussion led by Wahl, who will situate the papers, and the discourse on health technology design and application, within lifespan developmental and action perspectives on aging.

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