Englert Chris, Zavery Alafia, Bertrams Alex
Department of Educational Psychology, Institute of Educational Science, University of BernBern, Switzerland.
Front Psychol. 2017 Jul 25;8:1290. doi: 10.3389/fpsyg.2017.01290. eCollection 2017.
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.
为了在教育环境中（如学生在考试情境下）达到最高水平的表现，个体通常必须控制自己的冲动或欲望（如为即将到来的考试学习或准备课程，而不是与同龄人一起消磨时间）。先前的研究表明，自我控制能力是教育背景下表现和行为的重要预测指标。根据能量模型，所有的自我控制行为都基于一个总体能量库，其容量被认为是有限的。在执行了第一次自我控制行为后，这种资源可能会暂时耗尽，这会对后续的自我控制产生负面影响。在这种自我损耗的状态下，个体往往会表现出注意力不集中和学业成绩受损，无法按时完成学业任务，甚至会逃避职责。在这篇综述中，我们报告了最近关于自我损耗的研究，这些研究聚焦于教育环境中的儿童和成人，得出了关于如何在教育和教学领域提高自我控制能力的实际意义，并讨论了自我控制能量模型假设的局限性。
