The Role of Self-Regulation in Experiences of Digital Distraction in College Classrooms

The chapter investigates digital distraction in college classrooms from the perspective of self-regulation theory. To this end, the chapter commences with a brief analysis of the distinction between behavioural and cognitive shifts in attention, the role of intentionality in digital distraction, and the concept of online vigilance. Thereafter the general premises of self-regulation theory are described, and prominent theoretical models that have emerged in this domain are briefly outlined. Two models deemed particularly applicable to digital distraction are selected from these. The first is the value-based choice model which frames self-regulation as a process of deliberative decision-making which foregoes action taking. The second is the process model which emphasises the strategies individuals employ to prevent goal conflict. Both models are described before being applied as interpretive lenses to analyse key findings from empirical studies of digital distraction.

What to do when there is nothing to do? Toward a better understanding of idle time at work

Idle time at work is a phase of involuntary downtime during which employees experience that they cannot carry out their work tasks. In contrast to breaks, interruptions, procrastination, or withdrawal behavior, employees cannot work because of the absence of work-related tasks. Based on action regulation theory, we develop an integrative conceptual model on the antecedents and consequences of the subjective experience of idle time. We propose that work constraints (i.e., regulation problems) have negative effects on occupational well-being and task performance, and that these effects are mediated by subjective idle time. The strength of these effects is further assumed to be influenced by individuals’ use of proactive (i.e., prevention) and adaptive (i.e., coping) strategies. Results of a supplemental qualitative study, for which we interviewed 20 employees from different occupations, provided preliminary support for the propositions. Finally, we develop theory on how individual, situational, and organizational characteristics may influence the proposed effects on and of idle time. Overall, this conceptual development paper contributes to a better theoretical understanding of idle time at work by extending its definition and applying action regulation theory to this practically important phenomenon.

The Social Online-Self-Regulation-Theory

This review aims, first, to introduce a novel theory for social media use, the so-called social online self-regulation theory (SOS-T) by embedding it into an exhaustive literature review, second, to present correlational as well as experimental evidence for the model from our own lab and beyond, and, third, to discuss self-regulatory variables correlated with social networking site (SNS) use reflecting self-regulatory processes such as social comparisons and age, social comparison orientation and materialism, grandiose, and vulnerable narcissism, self-esteem, and depressive tendencies, and, finally, SNS use and emotion regulation. We will also suggest future studies and discuss differences and similarities of more private SNS use (e.g., Facebook, Instagram, or Snapchat) to other SNSs, such as the business-oriented SNS XING.

Defence versus Development: A Theory of Defensive and Expansive Self-Regulation

This article presents a macro theory of self-regulation: defensive and expansive self-regulation theory (DERT). It rests on two fundamental assumptions. First, it assumes the coexistence of two competing psychological systems: a defensive system motivated by the need for physical and psychological security, whose function is to protect the organism from harm to life and self, and an expansive system motivated by the needs for competence, relatedness and autonomy, whose function is the development of knowledge, skills, and social support. Second, DERT assumes a threefold distinction regarding consciousness, with psychological processes qualifying as either nonconscious, conscious or metaconscious. Based on the previous assumptions, the theory posits the coexistence of two self-regulatory modes: a defensive regulation, consisting of self-protective responses aimed at avoiding, escaping or fighting survival threats and self-threats, and an expansive regulation, consisting of non-defensive metaconsciousness of one’s psychological states and processes. Defensive regulation is assumed to be generally adaptive in the context of survival threats but not in that of self-threats. What is called for in the context of self-threats is expansive regulation, namely non-defensive metaconsciousness of the identifications, evaluations and interpretations of self, others and the world that cause the self-threats in the first place. The theory predicts that defensive and expansive regulation of self-threats cause psychological distress and well-being, and negative and positive interpersonal relationships, respectively.