We conducted a preregistered multilaboratory project (k = 36; N = 3,531) to assess the size and robustness of ego-depletion effects using a novel replication method, termed the paradigmatic ...replication approach. Each laboratory implemented one of two procedures that was intended to manipulate self-control and tested performance on a subsequent measure of self-control. Confirmatory tests found a nonsignificant result (d = 0.06). Confirmatory Bayesian meta-analyses using an informed-prior hypothesis (δ = 0.30, SD = 0.15) found that the data were 4 times more likely under the null than the alternative hypothesis. Hence, preregistered analyses did not find evidence for a depletion effect. Exploratory analyses on the full sample (i.e., ignoring exclusion criteria) found a statistically significant effect (d = 0.08); Bayesian analyses showed that the data were about equally likely under the null and informed-prior hypotheses. Exploratory moderator tests suggested that the depletion effect was larger for participants who reported more fatigue but was not moderated by trait self-control, willpower beliefs, or action orientation.
Teachers commonly use injunctive norms when telling students what they should be doing. But researchers find that sometimes descriptive norms, information about what others are actually doing, are ...more powerful influencers of behavior. In the present work, we examine which norm is more effective at increasing self‐regulated studying and performance in an online college course across two semesters. To do this, we randomly assigned 751 undergraduate Introductory Psychology students to receive email messages at the start of every content unit that either contained descriptive norms, injunctive norms, information about the course, or a no message control. We found that injunctive norms increased study behaviors aimed at fulfilling course requirements (completion of assigned activities), but did not improve learning outcomes. Descriptive norms increased behaviors aimed at improving knowledge (ungraded practice with activities after they were due), and improved performance. These results suggest that norms more effectively influence behavior when there is a match, or a sense of fit, between the goal of the behavior (fulfilling course requirements vs. learning) and the pull of a stated norm (social approval vs. efficacy). We discuss these implications with respect to students' motivations for self‐regulated studying behavior in contemporary learning environments, and the overall goals of education.
Self-handicapping is the process of preemptively creating an excuse to protect oneself from potential failure. Current conceptualizations of handicapping involve an action: individuals can claim a ...debilitating circumstance will affect their performance or engage in self-sabotaging behaviors that hurt performance. I present three studies examining whether individuals can also self-handicap by engaging in inactions. Although chronic self-handicappers are likely to engage in actions that hurt performance, I also propose they are less likely to engage in actions that help performance. Findings provided limited support for the predictions and imply that handicappers prefer unambiguous actions that can be clearly tied to future failure.
The current research examines the effects of resource availability, assessed here via individual differences in circadian typology, on the use of claimed self-handicapping. Participants high in trait ...self-handicapping were more likely to claim stress when told it would negatively affect their score on an upcoming intelligence task (versus when told stress would not affect their score). However, this effect emerged only during on-peak (as opposed to off-peak) times, suggesting that the use of self-handicapping depends upon available resources. Further analyses showed that reported stress was mediated by the participants' evaluative concern. Interestingly, participants high in trait self-handicapping reported increased tiredness during on-peak times but when told stress would not impact their scores, suggesting that they invented an alternative self-handicap to excuse anticipated poor performance in the handicap-absent condition. These findings emphasize not only the resource needs required to engage in strategic self-handicapping, but also illustrate that awareness of evaluative concern is intensified when individuals have their full contingent of resources.
•High trait self-handicappers handicap more during on versus off peak times.•Claimed self-handicapping was mediated by participants' level of evaluative concern.•On peak self-handicappers invented an alternative handicap when none were present.•High trait self-handicappers showed increased evaluative concern when on peak.•Self-handicapping is a strategic behavior that requires available resources.
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