Self-Regulation

Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.

The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

FMG Video

Click the following link to view a video purchased through Films Media Group for use in this Capella course. Any distribution of video content or associated links is prohibited.

• Teenage Girls: Body Image |  Transcript

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.

• Boer, D., & Fischer, R. (2013). How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages. Psychological Bulletin, 139(5), 1113–1147.
• Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701.
• Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proc Natl Acad Sci U S A, 108(36), 14998–15003.
• Crabb, P. B. (2003). Technology and self-regulation: The case of alarm clock use. Social Behavior and Personality, 31(4), 343–348.
• Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16(4), 171–184.
• Kaufman, G. F., & Libby, L. K. (2012). Changing beliefs and behavior through experience-taking. Journal of Personality and Social Psychology, 103(1), 1–19.
• Kim, J., & Roselyn Lee, J. (2011). The Facebook paths to happiness: Effects of the number of Facebook friends and self-presentation on subjective well-being. Cyberpsychology, Behavior, and Social Networking, 14(6), 359–364.
• Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 141(1), 43–48.
• Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011). 'Willpower' over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience, 6(2), 252–256.
• Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696.
• Radovic, S., & Hasking, P. (2013). The relationship between portrayals of nonsuicidal self-injury, attitudes, knowledge, and behavior. Crisis, 34(5), 324–334.
• Rivis, A., & Sheeran, P. (2013). Automatic risk behavior: Direct effects of binge drinker stereotypes on drinking behavior. Health Psychology, 32(5), 571–580.
• Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57(2), 358–367.
• Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007). New developments in the field of self-regulated learning. Zeitschrift Für Psychologie/Journal of Psychology, 215(3), 153–156.
• Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132–144.
• Vogel, D. L., Heimerdinger-Edwards, S. R., Hammer, J. H., & Hubbard, A. (2011). "Boys don't cry": Examination of the links between endorsement of masculine norms, self-stigma, and help-seeking attitudes for men from diverse backgrounds. Journal of Counseling Psychology, 58(3), 368–382.

Assessment Instructions

To prepare for this assessment, locate scholarly research articles on delay of gratification and self-regulation. Also consider technology and self-regulation. 

Include the following in your assessment:

• Describe ways that technology has impacted people's ability to self-regulate their behavior.
• Select one area of self-regulatory behavior and describe how that area is affected by technology.
• Use examples from media (news reports, commercials, television shows, movies) to illustrate the conflict between impulse and socially beneficial behavior.
• Explain how research findings support (or do not) the connection between technology and delay of gratification or self-regulation.

Your submitted assessment should be 3–4 pages in length, excluding title page and reference page. Use the research findings from at least three scholarly research articles and follow APA guidelines for format and style.

Additional Requirements

• Include a title page and reference page.
• At least three current scholarly or professional resources.
• Times New Roman font, 12 point.
• Double spaced.

Self-Regulation Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the influence of technology on the ability to self-regulate.Does not describe the influence of technology on the ability to self-regulate. Describes the effect of technology on the ability to self-regulate but not the influence of technology on the ability to self-regulate. Describes the influence of technology on the ability to self-regulate. Analyzes the influence of technology on the ability to self-regulate. Describe how an area of self-regulatory behavior is affected by technology.Does not describe how an area of self-regulatory behavior is affected by technology. Describes an area of self-regulatory behavior but not how the area is affected by technology. Describes how an area of self-regulatory behavior is affected by technology. Analyzes how an area of self-regulatory behavior is affected by technology. Use examples to illustrate the conflict between impulse and socially beneficial behavior.Does not use examples to describe the conflict between impulse and socially beneficial behavior. Uses examples to describe the conflict between impulse and socially beneficial behavior. Uses examples to illustrate the conflict between impulse and socially beneficial behavior. Uses examples to analyze the conflict between impulse and socially beneficial behavior. Explain research findings related to technology and self-regulation or delay of gratification.Does not summarize research findings related to technology and self-regulation or delay of gratification. Summarizes research findings related to technology and self-regulation or delay of gratification. Explains research findings related to technology and self-regulation or delay of gratification. Analyzes research findings related to technology and self-regulation or delay of gratification. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional. Writing supports an idea but is inconsistent and contains major errors of grammar, usage, and mechanics. Writing coherently supports a central idea with few errors of grammar, usage, and mechanics. Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style.Does not use APA format and style. Uses APA format and style but inconsistently and with errors. Uses APA format and style consistently and with few errors. Uses correct APA format and style consistently and with no errors.