School of Psychology, University of Surrey, Guildford, UK.
J Pers. 2024 Apr;92(2):436-456. doi: 10.1111/jopy.12833. Epub 2023 Mar 25.
Self-control supports many positive life outcomes. However, the processes underlying the development of self-control are not well understood. Drawing on the TESSERA model of personality development, we examined whether weekly schoolwork effort predicts self-control (in the subsequent week). We also examined the role of schoolwork emotions and whether these emotions moderated the impact of schoolwork effort on self-control based on predictions from the TESSERA model.
Data are from a weekly diary study (N = 98) that measured children's schoolwork effort, schoolwork emotions, and self-control during five consecutive weeks. Data were analyzed at the between- and within-person levels using multilevel models.
Between-person results show that schoolwork effort is related to variations in children's self-control. Furthermore, some emotions moderated the influence of schoolwork effort on self-control at the between- and within-person levels.
In line with the TESSERA model of personality development, positive state expressions of effort during schoolwork (e.g., putting in effort) predicted higher self-control in the subsequent week. However, this finding was dependent on the reactions and reinforcement children felt about their effort (e.g., emotional responses to their remote schoolwork). The discussion examines how these findings extend to previous literature.
自我控制支持许多积极的生活结果。然而，自我控制发展背后的过程还不太清楚。本研究借鉴人格发展的 TESSERA 模型，考察了每周的学业努力是否预测自我控制（在接下来的一周）。我们还考察了学业情绪的作用，以及这些情绪是否根据 TESSERA 模型的预测，调节了学业努力对自我控制的影响。
本研究的数据来自一项每周日记研究（N=98），该研究在连续五周内测量了儿童的学业努力、学业情绪和自我控制。使用多层模型在个体间和个体内水平上对数据进行了分析。
个体间的结果表明，学业努力与儿童自我控制的变化有关。此外，一些情绪在个体间和个体内水平上调节了学业努力对自我控制的影响。
与人格发展的 TESSERA 模型一致，在学业中积极表达努力（例如，努力投入）的状态预示着在接下来的一周自我控制会更高。然而，这一发现取决于儿童对自己努力的反应和强化（例如，对远程学业的情绪反应）。讨论部分探讨了这些发现如何扩展到先前的文献。
