Positioning self-control in a dual-systems framework

2017 ◽  
pp. 35-46 ◽  
Author(s):  
Marleen Gillebaart ◽  
Denise de Ridder
Keyword(s):  
Self Control ◽  
Dual Systems ◽  
Systems Framework

The Differential Relationship between Self-Control and Peer Influences over Time: Toward an Integrative Model of Offending Using a Dual-Systems Approach

2020 ◽  
pp. 001112872097744
Author(s):  
Ha-Neul Yim
Keyword(s):  
Peer Influence ◽  
Systems Approach ◽  
Self Control ◽  
Peer Influences ◽  
Integrative Model ◽  
Deviant Peers ◽  
Dual Systems ◽  
Alternative Approach ◽  
Pathways To Desistance ◽  
Systems Framework

The purpose of this study is to explore an alternative approach to unravel how both self-control and peer influence relate to offending. Deriving from a dual-systems framework, this study hypothesizes that individuals with varying levels of self-control will be differentially susceptible to the effects of both exposure to deviant peers and informal socializing with peers. Analyses are based on a sample of serious youthful offenders from the Pathways to Desistance Study. The results indicate that exposure to deviant peers has a stronger impact on offending for individuals with higher self-control, consistent with the hypothesis. However, individuals with higher self-control are more vulnerable to unstructured and unsupervised socializing with peers than those lower in self-control, which counters the hypothesis.

scholarly journals Self-control of criminals from a dual-systems model perspective

2020 ◽  
Vol 28 (8) ◽  
pp. 1379
Author(s):  
Yi LIU ◽  
Junqi WANG ◽  
Xinjia WU
Keyword(s):  
Self Control ◽  
Dual Systems ◽  
Systems Model

scholarly journals Self-Control in Cyberspace: Applying Dual Systems Theory to Digital Self-Control Tools

2019 ◽  
Author(s):  
Ulrik Lyngs ◽  
Kai Lukoff ◽  
Petr Slovak ◽  
Reuben Binns ◽  
Adam Slack ◽  
...  
Keyword(s):  
Common Core ◽  
Self Regulation ◽  
Intervention Strategies ◽  
Self Control ◽  
Cognitive Mechanisms ◽  
Dual Systems ◽  
Design Features ◽  
Digital Devices ◽  
Systems Model ◽  
Google Play

Many people struggle to control their use of digital devices. However, our understanding of the design mechanisms that support user self-control remains limited. In this paper, we make two contributions to HCI research in this space: first, we analyse 367 apps and browser extensions from the Google Play, Chrome Web, and Apple App stores to identify common core design features and intervention strategies afforded by current tools for digital self-control. Second, we adapt and apply an integrative dual systems model of self-regulation as a framework for organising and evaluating the design features found. Our analysis aims to help the design of better tools in two ways: (i) by identifying how, through a well-established model of self-regulation, current tools overlap and differ in how they support self-control; and (ii) by using the model to reveal underexplored cognitive mechanisms that could aid the design of new tools.

scholarly journals Addressing social polarization through critical thinking: Theoretical application in the “Living Well With Difference” course in secondary schools in England

2021 ◽  
Vol 9 (2) ◽  
pp. 490-505
Author(s):  
Sara Savage ◽  
Emily Oliver ◽  
Ellen Gordon ◽  
Lucy Tutton
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Social Issues ◽  
Social Emotional ◽  
Dual Systems ◽  
Group Activities ◽  
Living Well ◽  
Social Polarization ◽  
Theoretical Application ◽  
Systems Framework

Responding to international calls for critical thinking programs to address social polarisations and extremism through education, this article examines the cognitive and socio-psychological foundations of a critical thinking programme for secondary schools in England called “Living Well With Difference” (LWWD). The aim of LWWD is to develop critical thinking about issues of social polarisation, prejudice and any kind of extreme thinking. These issues often involve the interaction of emotion and thinking, which is understood using a dual systems framework, illustrated with examples of course methodology and content. The learning process aims to promote more cognitively flexible, complex and integrated thinking, measured by integrative complexity, and is supported by meta-awareness to enable emotion management. The aim is for participants to engage with difficult social issues through structured group activities, while becoming aware of social, emotional, textual, visual and rhetorical influences to increase Media Information Literacy, as a foundation for engaging with differing perspectives in order to reduce barriers between groups in society.

Musical consumption, self-control and smartphone addiction: a dual-systems theory perspective and evidence from a survey study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Weihong Ning ◽  
Fred D. Davis ◽  
René Riedl
Keyword(s):  
Systems Theory ◽  
Technology Use ◽  
Self Control ◽  
Smartphone Addiction ◽  
Research Model ◽  
Dual Systems ◽  
Content Type ◽  
System 2 ◽  
Musical Response ◽  
System 1

PurposeIn the past decade, smartphone adoption has reached almost 100% in industrialized countries, which is predominantly due to advancements in capabilities. Given the increasing number of people who are addicted to the smartphone and the significant growth of people who consume music via the smartphone, the purpose of the study is to explore the underlying mechanisms through which musical consumption affects smartphone addiction.Design/methodology/approachBased on dual-systems theory, a research model was developed to determine the impact of System 1 (emotion related to music) and System 2 (self-control) on smartphone addiction. A partial-least-squares approach was used to test the model with 294 survey participants.FindingsThe empirical data confirmed the research model. Regarding System 1, musical emotion positively influenced smartphone addiction through musical consumption and musical response. Moreover, musical preference significantly affected musical response. Regarding System 2, self-control negatively predicted smartphone addiction.Research limitations/implicationsThe study is limited, as the participants were college students who are not representative of all populations.Originality/valueThe study extends the literature on the dark side of information technology use and complements a research agenda by Gefen and Riedl (2018) on consideration of music in information systems (IS) research.

scholarly journals “I’ll use it differently now”: using dual-systems theory to explore youth engagement with networked technologies

2020 ◽  
Vol 111 (6) ◽  
pp. 1033-1040
Author(s):  
Valerie Michaelson ◽  
Valerie Steeves
Keyword(s):  
Young People ◽  
Systems Theory ◽  
Self Control ◽  
Research Approach ◽  
Youth Engagement ◽  
Participatory Action ◽  
Dual Systems ◽  
Healthy Habits ◽  
Action Research Approach ◽  
Before And After

Abstract Objectives Many young Canadians experience high levels of networked connectivity, which some suggest may negatively impact their health. Adult monitoring has not been shown to be an effective long-term strategy for supporting young people in healthy engagement with tech. In this study, we explore the benefits of empowering young people to set healthy goals and monitor themselves. We engage with Shapka’s (2019) critique of dual-systems theory, and consider the relationship between the neurological and behavioural systems in relation to adolescent internet use. Methods Using a youth participatory action research approach, we co-designed a project with six adolescents to explore the ways that their use of networked technologies was affecting their lives by disconnecting and observing how the lack of networked connectivity changed their experiences. The youth used a media diary to track their use of devices both before and after disconnecting. Results The main benefit of disconnecting appeared to be having the opportunity to reflect on one’s own use of networked devices. This enabled the participants to reconnect in a more intentional way. Findings support Shapka’s speculation that dual-systems theory, with a focus on regulation, may not be the most useful way of supporting adolescents in developing healthy habits around their wired tech. Conclusion Adolescent experiences of networked technologies are complex, yet they are able to navigate this landscape with intelligent strategies. Their self-directed exploration of disconnection helped them to become reflexive practitioners who were able to revisit their use of networked technologies with new insights and self-control.

Self-Control at 220 Miles per Hour: Steering and Braking to Achieve Optimal Outcomes During Adolescence

2021 ◽  
pp. 096372142110145
Author(s):  
Kathleen D. Vohs ◽  
Alex R. Piquero
Keyword(s):  
Risk Taking ◽  
Impulse Control ◽  
Developmental Period ◽  
Self Control ◽  
Dual Systems ◽  
Optimal Outcomes ◽  
Race Car ◽  
Systems Models ◽  
Dispositional Differences ◽  
Motivational Conflict

Adolescence is a developmental period characterized by heightened attraction to rewards and risk-taking propensities. Dual-systems models portray the adolescent brain in terms of a maturational mismatch whereby brain systems involved in sensitivity to incentives become potentiated before impulse-control systems have matured. That perspective implies that relying on impulse inhibition to overcome temptation is likely to yield uneven success during adolescence. Using the analogy of practice driving a race car, we propose another process that leads to achieving healthy outcomes: steering aimed at limiting or preventing motivational conflict and thereby lessening reliance on impulse control (termed braking). The focal idea is that the more adolescents can avoid troublesome contexts, the less they will need to depend on their relatively weak impulse-control abilities to avert problems and danger. Recent work links dispositional differences in self-control to indicators of steering, such as situation selection, habit cultivation, and proactive responding. Steering to curb or avoid motivational conflict could be key to promoting healthy outcomes during adolescence, a developmental period characterized by vulnerability to risk, and could have lasting importance given that enduring patterns of unhealthy, dangerous, and self-defeating behaviors often start during this period.

Updating and reasoning: Different processes, different models, different functions

2019 ◽  
Vol 42 ◽  
Author(s):  
Laura Kelly ◽  
Janani Prabhakar ◽  
Sangeet Khemlani
Keyword(s):  
Mental Representations ◽  
Dual Systems ◽  
Systems Framework

Abstract Two issues should be addressed to refine and extend the distinction between temporal updating and reasoning advocated by Hoerl & McCormack. First, do the mental representations constructed during updating differ from those used for reasoning? Second, are updating and reasoning the only two processes relevant to temporal thinking? If not, is a dual-systems framework sensible? We address both issues below.

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