Faculty of Humanities, Luxembourg Centre for Educational Testing (LUCET), Education and Social Sciences, University of Luxembourg, Esch-Sur-Alzette, Luxembourg.
Department of Psychology, Personality Psychology and Assessment, Chemnitz University of Technology, Chemnitz, Germany.
PLoS One. 2023 Jun 9;18(6):e0286714. doi: 10.1371/journal.pone.0286714. eCollection 2023.
Self-Control can be defined as the self-initiated effortful process that enables individuals to resist temptation impulses. It is relevant for conducting a healthy and successful life. For university students, Grass et al. found that Need for Cognition as the tendency to engage in and enjoy thinking, and Action Orientation as the flexible recruitment of control resources in cognitively demanding situations, predict Self-Control. Further, Action Orientation partially mediated the relation between Need for Cognition and Self-Control. In the present conceptual replication study, we investigated the relations between Self-Control, Need for Cognition, and Action Orientation in adolescence (N = 892 9th graders) as a pivotal period for the development of self-control. We replicated the findings that Need for Cognition and Action Orientation predict Self-Control and that Action Orientation partially mediates the relation between Need for Cognition and Self-Control. In addition, Action Orientation moderates the relation between Need for Cognition and Self-Control. This result implies that in more action-oriented students Need for Cognition more strongly predicted Self-Control than in less action-oriented students. Our findings strengthen theoretical assumptions that Need for Cognition and Action Orientation are important cognitive and behavioral mechanisms that contribute to the successful exertion of Self-Control.
自我控制可以被定义为个体自我发起的努力过程，使他们能够抵制诱惑和冲动。它与过健康和成功的生活息息相关。对于大学生来说，Grass 等人发现，认知需求是指参与和享受思考的倾向，而行动导向是指在认知要求高的情况下灵活调动控制资源。此外，行动导向部分中介了认知需求和自我控制之间的关系。在本概念复制研究中，我们调查了自我控制、认知需求和行动导向在青少年（N = 892 名 9 年级学生）中的关系，因为这是自我控制发展的关键时期。我们复制了认知需求和行动导向可以预测自我控制，以及行动导向部分中介认知需求和自我控制之间关系的发现。此外，行动导向调节了认知需求和自我控制之间的关系。这一结果意味着，在行动导向更强的学生中，认知需求对自我控制的预测作用比在行动导向较弱的学生中更强。我们的发现加强了理论假设，即认知需求和行动导向是促进自我控制成功发挥的重要认知和行为机制。
