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Schoolwork effort and emotions predict self-control in a weekly diary study.

Yao Wu1, Terry Ng-Knight1, Harriet R Tenenbaum1

  • 1School of Psychology, University of Surrey, Guildford, UK.

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|March 25, 2023
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Summary
This summary is machine-generated.

Children's schoolwork effort predicts future self-control, especially when positive emotions reinforce their efforts. This highlights the role of emotional responses in developing self-control.

Keywords:
schoolwork effortschoolwork emotionsself-control

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Area of Science:

  • Psychology
  • Developmental Psychology
  • Personality Science

Background:

  • Self-control is crucial for positive life outcomes.
  • The developmental pathways of self-control remain incompletely understood.
  • The TESSERA model offers a framework for examining personality development.

Purpose of the Study:

  • To investigate if weekly schoolwork effort predicts subsequent self-control.
  • To explore the influence of schoolwork emotions on this relationship.
  • To test moderation effects of emotions on effort-self-control links, guided by the TESSERA model.

Main Methods:

  • A five-week longitudinal diary study involving 98 children.
  • Weekly assessments of schoolwork effort, schoolwork emotions, and self-control.
  • Multilevel modeling analyses at both between- and within-person levels.

Main Results:

  • Schoolwork effort was associated with individual differences in self-control.
  • Emotional responses to schoolwork effort moderated its impact on self-control.
  • These moderation effects were observed at both between- and within-person levels.

Conclusions:

  • Positive expressions of effort in schoolwork predict enhanced self-control.
  • The impact of effort on self-control is contingent upon emotional reactions and reinforcement.
  • Findings align with the TESSERA model, emphasizing the interplay of effort, emotion, and personality development.