Dissertations / Theses on the topic 'Self-focus'
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Schwartz, Rebecca A. "Conversational self focus in youths' friendships." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4536.
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Thesis (M.A.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 27, 2007) Includes bibliographical references.
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Pahl, Sabine. "Comparison focus in self-other judgements." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269302.
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Burling, John 1956. "UTILIZING THE BEHAVIOR-ATTITUDE RELATIONSHIP TO ENHANCE SELF-ESTEEM (SELF-PERCEPTION, SELF-REWARD, SELF-FOCUS, SELF-AWARENESS)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275499.
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Humphreys, Rebecca. "Individual differences and ruminative and reflective self-focus." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485235.
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Alisharan, Shalani E. "Self-focus as a mediator of stereotype threat." Thesis, Loughborough University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289529.
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Cooney, Rebecca. "Neural aspects of ruminative self-focus in depression /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Rawal, Adhip. "Conceptual and experiential self-focus in eating disorders." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:b7420176-80c0-4df0-8fde-8611332e538a.
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This thesis reports five studies investigating cognitive processes in eating disorder (ED) psychopathology. Chapter 1 describes background information about EDs. Chapter 2 reviews cognitive theories of Anorexia Nervosa (AN), and discusses how integration of a process-focused framework, originally applied to depression, may advance under-standing of maintaining mechanisms in AN. Chapter 3 reports a focus group with AN patients that explores features of the subjective experience of the disorder. Findings highlight ruminative, avoidant and discrepancy-based thinking: features that are suggested to be indicative of a ‘conceptualising’ mode of processing. Patients’ reports suggest positive effects of a body-mindfulness group, which encourages an alternative, ‘experiential’ mode of processing. Chapter 4 presents data on rumination, experiential avoidance, negative self-beliefs and underlying assumptions in an analogue population and shows elevated levels for ED-concerned individuals on all of these measures. Chapter 5 examines mode of processing effects (conceptual vs. experiential) in an analogue population. Findings show differential stress-induced emotional reactivity, particularly in the ED-concerned group. Chapter 6 investigates mode of processing effects in a sample of AN patients. Results confirm that modes of processing have differential effects on stress-induced emotional reactivity. Chapter 7 presents data from a 10-month follow-up of AN patients. This study shows that changes in ED-symptoms are associated with changes in rumination, avoidance and aspects of schematic thinking. Differential stress-induced reactivity is associated with outcome. Finally, chapter 8 discusses theoretical and clinical implications of this research and the mode of processing framework in EDs, particularly AN, as well describing how future investigations may continue integrating this framework to the study of ED psycho-pathology. The current findings suggest that both cognitive-affective content and the underlying mental processing activity need consideration in cognitive models of EDs.
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VanKrevelen, Steve. "Measuring regulatory focus." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/36210.
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Master of ScienceDepartment of Psychological Sciences
Clive J. A. Fullagar
Regulatory focus has emerged as an important construct in the organizational sciences. In the past ten years more than 200 papers have been published applying regulatory focus to a wide variety of contexts ranging from marketing and persuasion to feedback and performance appraisal (Johnson et al., 2015). Despite the ubiquity of RFT’s application, only a few studies have targeted the psychometric properties of measures of regulatory focus; and the findings thus far suggest that improvement is needed. Haws (2010) evaluated five measures of regulatory focus and concluded that they differed substantially with respect to their theoretical content, and that most demonstrated unacceptably low internal consistency. Summerville & Roese (2008) drew similar conclusions in their evaluation of the Regulatory Focus Questionnaire (RFQ) and the General Regulatory Focus Measure (GRFM) and added that the two scales might actually be measuring different underlying constructs. Given the inconsistencies and problems associated with existing measures of regulatory focus, the purpose of the current research is to extend the critical evaluation of existing measures of regulatory focus and then to propose the development of a new measure based on rigorous scale development practices like those set forth in Hinkin, (1995) and Crocker & Algina, (1986). A new scale of Regulatory Focus was developed designed to measure all aspects of RFT and to test whether a two-factor or a four-factor SEM model fit the data best. The final scale consisted of 14 items. CFAs were used to test whether a two-factor or a four-factor model of regulatory focus fit the data best. Results suggested that both models fit the data equally well. However, for parsimony reasons and given that one of the latent factors of the four-factor model contained only two items (making any estimates of internal consistency difficult) the two factor model of regulatory focus was retained as the preferred model.
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Mortlock, Alex. "Attention Training, Self-Focus, and Stress-Vulnerability: The Influence of Self-Esteem, Self-Esteem Range, and Social Anxiety." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2654.
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Attention training (AT) is a therapeutic intervention developed by Adrian Wells that involves the training of attentional skills to treat emotional disorders (Wells, 1990). This study investigated whether the AT technique works as theorised to reduce anxiety and other symptoms by reducing self-focus. In a laboratory setting, seventy-one student participants were exposed to a single session of either an AT analogue or a control treatment to see if AT would reduce their self-focus and vulnerability to a subsequent stressor task. AT was not found to decrease self-focus or reduce vulnerability to the stressor. In addition, self-esteem (SE) and social anxiety were investigated as potential moderators of the relationship between AT and/or self-focus on vulnerability to the stressor. Prior research has shown that SE level and self-focus interact such that self-focus predicts vulnerability to anxiety in people with low SE, but not in those with high SE. In this study we also examined SE range, a measure we developed here to reflect the range within which a person’s state SE fluctuates over time. The results indicated that self-focus is related to increased vulnerability in those with low SE or a large SE range, but decreased vulnerability in those with high SE or a small SE range. This supports theorising that self-focus activates people’s self-beliefs, which then influence how they respond during potentially threatening experiences. The findings also support the recommendation that SE range be subjected to further evaluation.
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Schuler, Johannes [Verfasser], and Jochen [Akademischer Betreuer] Gebauer. "Money, self-focus, and politics / Johannes Schuler ; Betreuer: Jochen Gebauer." Mannheim : Universitätsbibliothek Mannheim, 2017. http://d-nb.info/1210424541/34.
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Judkins, Justin Boyd 1967. "Nonlinear self-focus of pulsed-wave beams in Kerr media." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291350.
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A modified finite-difference time-domain method for solving Maxwell's equations in nonlinear media is presented. This method allows for a finite response time to be incorporated in the medium, physically creating dispersion and absorbtion mechanisms. Our technique models electromagnetic fields in two space dimensions and time, and encompasses both the TEz and TMz set of decoupled field equations. Aspects of an ultra-short pulsed Gaussian beam are studied in a variety of linear and nonlinear environments to demonstrate that the methods developed here can be used efficaciously in the modeling of pulses in complex problem space geometries even when nonlinearities are present.
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Byrd, Rebekah J. "Understanding Self Injury: A Focus on Adolescent Interventions and Treatments." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/917.
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Ostrowski, Erik Jon. "THE INFLUENCE OF SELF-REGULATED ATTENTIONAL FOCUS ON MOTOR SKILL LEARNING AND PERFORMANCE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/901.
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The advantages of an external focus of attention are very consistent within the motor learning literature. That is, focusing on cues external to the body while performing a task will allow for greater motor skill learning and performance benefits compared to focusing internally. Likewise, there is a vast consistency within the self-regulated learning literature. Individuals that are allowed to alter or adjust a certain characteristic of their practice environment have consistently performed significantly better than individuals following a predetermined practice arrangement mirroring the schedule determined by their self-regulated counterpart. The purpose of this study was to investigate the motor skill learning and performance benefits of choice in attentional focus instructions while executing a golf putt. It was hypothesized that in practice: the self-regulated and control groups will perform similar to each other, but both will perform better than the yoked group; all participants will perform better when focusing externally rather than internally; and a majority of participants within all groups would indicate that focusing externally rather than internally elicited greater performance benefits by the end of practice on day 1. It was also hypothesized that the self-regulated and control groups will perform similar to each other on the retention and transfer tests, but both will perform better than the yoked group; and finally, a majority of participants would indicate that focusing externally rather than internally will elicit greater performance benefits by the end of the retention and transfer tests respectively. The results from this study indicated that the self-regulated and control groups performed similar to each other during practice, retention and transfer, but did not differ significantly from the yoked group. Also, approximately only 40% of all participants believed that adopting an external focus of attention would elicit greater performance benefits than an internal focus during practice, retention and transfer. This study provides practitioners with an increased understanding of how a participant-controlled learning environment affects which focus of attention is adopted by the learner. Since the advantages of an external focus of attention are robust, and there appeared to be no clear preference for using one focus over the other when given a choice, it might be appropriate to suggest that practitioners should continue to promote an external focus of attention in their learning environments until further research investigating the interactions of self-regulated practice and attentional focus are conducted.
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Gladfelter, Jessica Anne. "Self-regulation and Regulatory Focus Theory: Regulation in Response to Goal Discrepancy Feedback in a Regulatory Focus Framework." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99170.
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Regulatory focus theory is a motivational orientation theory encompassing two regulatory systems: promotion focus and prevention focus. Promotion focused individuals tend to seek success, implement risky tactics, and an eager goal pursuit. Prevention focused individuals tend to avoid failure, implement conservative tactics, and a vigilant goal pursuit. Scholer and Higgins (2011) propose an exception to the rule where individuals break the natural RF alignment, which individuals typically seek to maintain. Scholer and Higgins (2011) proposed that promotion (prevention) focused individuals in a state of gain (loss) become conservative (riskier) in their behavior while maintaining an eager (vigilant) goal pursuit. However, literature supporting this theory is between-subjects in methodology and does not measure GP strategy, only risk.
The current study proposes two competing regulation patterns: 1) When individuals change in their risk, they maintain their GP strategy 2) when individuals change in their risk, their GP strategy also changes, becoming more eager with higher levels of risk and more vigilant with more conservative behavior. Therefore, the following study examined how tactics and GP strategies change within-person when experiencing loss and gain states. Specifically, examining change in risk and GP after positive and negative goal discrepancy feedback. In order to examine this self-regulation, participants who were primed to be in either a promotion or prevention focused state played three rounds of a simple risk-measuring game. Even though the RF prime did not produce the expected results, there was regulation occurring. After recategorizing the baseline risk and GP to create a high risk /eager GP and a low risk /vigilant GP groups, there was support for the idea that as behavior changes to be riskier, so too does GP change to become more eager. This finding is in contradiction to Scholer and Higgins' (2011) theory that there is a cognitive reappraisal of what it means to be risky, such that it can fit within the vigilant goal pursuit strategy. Additionally, latent profile analyses further supported the second of the competing regulation patterns, in that higher risk-taking corresponded with eager GP, and more conservative behaviors led to greater levels of vigilant GP. Future directions and limitations are discussed.Doctor of Philosophy
Regulatory focus theory has two motivational orientations: promotion focus encompassing those who seek success and avoid the absence of success and prevention focus encompassing those who avoid failure and seek the absence of failure. Scholer and Higgins (2011) describe a level approach to regulatory focus where individuals typically seek alignment throughout these levels. However, they note an exception to the rule where individuals implement tactics incongruent with their current regulatory focus system. They propose that individuals maintain this incongruency by cognitively redefining the tactics to align with the current regulatory focus system. Drawing from this exception to the rule, and from Lord et al.'s (2010) self-regulation model, two competing self-regulation patterns were examined: 1) When individuals change in their risk behaviors, they maintain their current regulatory focus system 2) when individuals change in their risk behaviors, it causes bottom-up self-regulation and changes individuals' regulatory focus system to match the risk behavior. In order to test these competing regulation patterns, participants completed a writing task meant to place them in either a promotion or prevention regulatory focus state. They then played three rounds of a simple risk-measuring game. In addition, after each round of the game, the participants' goal pursuit strategies were measured to see if the general strategy changed as risk behaviors changed. In order to necessitate a change in in levels of risk, between rounds, participants were given negative and positive feedback (in a random order). Negative feedback was meant to cause individuals to be risky and positive feedback was meant to lead to more conservative behaviors from the participants. Results indicated the regulatory focus prime did not work, however, after examining exploratory analyses, there was some support for the idea that individuals implement self-regulation in order for their regulatory focus system to match their behaviors.
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Ashford, Kelly J. "Dispositional self-focus and its impact on skill execution under pressure." Thesis, Brunel University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422408.
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Byrd, Rebekah J., M. Metzcus, P. Mussalow, and C. Weikel. "Self Injury Among Adolescents: A Focus on Possible Interventions and Treatments." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/909.
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Loftus, Emma. "The Ethical and Emotional Benefits of Reducing Self-Focus Through Mindfulness." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1247.
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This proposed study was inspired by the concept in Aristotle’s virtue ethics theory that a good life is necessarily an ethical one. The following work intends to expand previous literature on this topic by exploring an accessible potential method through which ethicality (and thus, well-being) can be increased, and also a possible explanation of how this process might occur. Past research has indicated that mindfulness training can increase both prosociality and well-being, and additionally that higher ethicality is connected to higher well-being. Reduced self-focus has been found to mediate these relationships. The proposed 30 day study makes use of a daily mindfulness training app to explore its effects on participants’ ethicality and well-being, and examines whether reduced self-focus mediates these potential relationships. Results are expected to show that that, first, increased mindfulness leads to increased ethical behavior, mediated by reduction in self-focus; and second, that increased mindfulness leads to an increase in well-being, mediated both by increased ethical behavior and by reduction in self-focus. Ultimately, the intention of this study is to find support for the benefits of cultivating a more loving and interconnected world, as well as the means by which to do so.
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Holmes, Jaron Todd. "Effect of Message Framing on Reactions to Feedback Messages, Moderated by Regulatory Focus." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/31376.
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This study sought to better understand the impact of feedback on performance by examining how regulatory focus and message framing potentially interact to influence recipientâ s attitudes towards and recall of performance feedback recommendations. Participants were 221 undergraduates. Participantâ s chronic regulatory focus orientation was measured in phase 1. In phase 2, regulatory focus orientation was manipulated prior having participants complete a puzzle task. After completing the task, they were given performance feedback recommendations that were framed to highlight either promotion or prevention concerns. Their attitudes towards and recall of the recommendations they received were then measured. Though not all of the predictions of the study were supported, results indicated a significant three-way interaction between chronic promotion, the manipulation of regulatory focus, and the framing of the performance feedback recommendations that qualified the relationship between chronic promotion and attitudes. This finding supports the notion that a better understanding of how feedback impacts subsequent performance is possible by studying the interaction between regulatory focus and message framing. Implications and recommendations for future research are discussed.Master of Science
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Abo, Melissa. "The Effects of Attentional Focus and Expertise Level on Self-Selected Exercise Intensity." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/957.
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The purpose of this study was to investigate the effects of being prompted to focus on self-talk versus bodily sensations on exercise intensity chosen by participants and level of enjoyment. One hundred and forty-two undergraduate psychology students ran on a treadmill for 20 minutes on two separate days, one week apart. One day they were asked to focus on their bodily sensations and on another day positive self-talk. The order of these assigned focuses was counterbalanced. Participant's current level of exercise activity (Stage of Change) was used as an independent variable. The dependent variables of interest were self-selected exercise intensity and enjoyment. Results indicated there was not a significant difference in the percentage of maximum heart rate or enjoyment across trials nor did Stage of Change moderate this relationship. This could be the result of a weak adherence to the manipulation, or perhaps these two focuses (bodily sensations and self-talk) do not differentially influence the motivation to exercise at increased intensity.
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Dickson, Janet Mary, and jdickson@swin edu au. "Autobiographical memory and social anxiety the impact of self-focus priming on recall." Swinburne University of Technology, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050915.135524.
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Self-focused information processing has become a central aspect of cognitive explanations of social anxiety disorder. Indeed, Clark and Wells (1995) theorized that the key feature of the disorder is the processing of the self as a social object. It is proposed that when socially anxious individuals enter feared situations, they shift their attention to a detailed monitoring of themselves. Such self-focused attention triggers recollections of negative experiences from the past and directs attention towards signs of threat. This interferes with the processing of the situation and leads to misinterpretation of others' behaviours. Although there is now considerable support for the Clark and Wells' model from research on imagery, post-event and anticipatory processing, there is surprisingly little evidence for memory disturbance. Unlike mood disorders, to date, deficits in accessing autobiographical memories have not been found for social anxiety.
In this thesis it is argued that a possible reason for the lack of evidence of memory deficits in social anxiety is that researchers have not attempted to manipulate participants' levels of self-focus in conducting research on autobiographical memory. The focus of this thesis was on the accessibility and quality of the autobiographical memories of socially anxious and non-socially anxious individuals obtained under conditions of self-focus in comparison to responses obtained when not self-focused.
The present research utilized a two-phase quasi-experimental design with a sample of 144 adults taken from an initial pool of 203 volunteers. The final sample comprised 30 men and 114 women, ranging in age from 17 to 67 years (M = 26, SD = 11.91, median age = 20 years). The sample consisted of 292 undergraduates and community participants recruited via advertisements. Group membership was based on selection criteria from a measure of social anxiety, the Social Phobia and Anxiety Inventory (SPAI; Turner, Beidel, Dancu & Stanley, 1989b), depression and general anxiety from the Depression, Anxiety and Stress Scale (DASS; Lovibond & Lovibond, 1995), and the anxiety disorder interview schedule (ADIS-IV-L; Di Nardo, Brown & Barlow, 1994). Initial respondents were allocated to socially anxious (SA), socially anxious depressed (SAD), and non-socially anxious (NSA) groups, with the SAD group forming a further control group of respondents with high scores in SPAI social anxiety and DASS depression.
Approximately half of each group was primed to Self-focus, by making an impromptu speech which was videotaped and replayed to each participant individually, following an adaptation of a priming methodology by Perowne and Mansell (2002). The other half of the participants was not self-focused. Rather, they viewed video tape of a confederate giving a speech so as to Other-focus. The priming was prior to participants' provision of written responses to positive and negative (social anxiety) cue words using Williams' (2002) Autobiographical Memory Test. The quality of the memories was measured according to overgenerality for positive and negative cues. Reaction time was recorded for memories to the same valenced cues. The incidence of anxiety and depression content in the memories was determined using coding schemes devised by Gottschalk and Gleser (1969).
As hypothesised, the results confirmed that greater levels of generality and longer reaction time to positive cues (not for negative cues) were evident when comparing self-focused SA with self-focused non-socially anxious (NSA) individuals, reflecting findings for other emotional disorders such as depression. Self-focused socially anxious (SA) individuals responded with greater levels of generality and longer reaction times for memories for valenced cues, particularly positive ones, than other-focused SA individuals. Further analysis for generality found that self-focused SA respondents were more general than other-focused socially anxious with comorbid depression (SAD) individuals for memories for positive cues. However, both groups were similar for negative memory cues. As confirmation for memory deficits as a function of the priming manipulation, greater generality and longer reaction times for memories for positive cues occurred when comparing self-focused SA individuals, to all control groups (NSA groups and other-focused SAD individuals). Without priming, SA individuals did not demonstrate autobiographical memory deficits in quality or accessibility compared to NSA controls.
Exploration of the autobiographical memory content indicated that SA (compared to SAD and NSA) individuals, irrespective of focus, reported more depression than anxiety content in their memories. Additionally, self-focused SA in contrast to other-focused SA individuals, experienced heightened depression content in their memories, although none of the individual categories of depression was prominent. Predictions of SPAI social anxiety and DASS depression scores from the significant predictors associated with the memories, were undertaken separately for self- and other-focused individuals. Reaction time to positive cues was found to be the only stable predictor of both social anxiety and depression for the self-focused respondents. For the other-focused condition, only total anxiety content theme was found to predict social anxiety, albeit poorly.
Overall, the present thesis established that the self-focusing manipulation unearthed a memory processing deficit in socially anxious individuals, similar to that found in most emotional disorders in terms of quality, accessibility, and content, of the memories. This result was particularly apparent in relation to responses to positive cues. The findings are consistent with the Clark and Wells' (1995) model of the disorder emphasising the role of the views of the self as the core element of the disorder. The results also show that the processing deficits of social anxious individuals are confined to the self-focus condition. It is suggested that more attention should be placed on the self-role in social anxiety and that mindfulness-based cognitive therapy, efficacious in mood disorders by reducing the overgenerality effects, is also relevant to social anxiety disorder.
Future longitudinal research should be conducted with clinical groups of socially anxious patients, using a self-focus manipulation, to ascertain if the results of the present can be replicated and extended. Pre- and post-treatment measurements of the autobiographical memories of socially anxious patients should be measured and compared, to ascertain whether the deficits can be repaired through the use of mindfulness-based cognitive therapy (MBCT; Williams, Teasdale, Segal & Soulsby, 2000). Self-focus priming could also be used with other anxiety disordered individuals such as generalised anxiety disorder and panic individuals, as they too, appear to be likely candidates for the ruminative self-focus which has contributed to the memory processing deficits established in the autobiographical memories in social anxiety disorder.
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Cavell, Heather. "Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195422.
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The purpose of this dissertation was to analyze the social and educational contexts that impact students' perceptions of their mathematical learning and students' use of resistance in regard to these social and educational impacts within the sixth grade environment. Specifically, this study addressed the following overarching questions: (1) What makes the relationship between student self-perception and (mathematical) learning specific to these Latino student's circumstances/experiences? (2) How do students apply their individual prior knowledge, experiences, and beliefs to their situated classroom context and content? (3) What role do student relationships with teachers, parents, and peers have in the development of student self-esteem and self-perceptions?Data collection included: self-perception questionnaires, student work, mathematical task-based interviews, classroom observations, and focal group interviews.The findings of this study suggest that in the context of this advanced mathematical setting, the teacher and the case study students came together to create an accepting mathematical space. It is possible that students' academic confidence, liking for mathematics, relevance of mathematics to their future career goals, and seeing themselves as capable of having career goals beyond their current economic situations, helped them agree to the classroom situation rather than resist it.The case study students placed themselves in opposition to peers that did not share in the interest that they had toward mathematics. Students were capable of expressing themselves in linguistic forms that were comfortable to them and were allowed to see their language as a tool for learning mathematics. By creating a space that was academically and linguistically supportive to the case study students, the teacher found a means to nurturing his students to be intellectually confident, curious, and engaged. If the teacher-student relationship and student interest in mathematics are strong enough to overcome educational hurdles that students face then there are possibilities for researchers to investigate how to develop this relationship and mathematical interest in order to replace the presence of resistance with approval for students who struggle to connect to school and mathematics.
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Hinvest, Neal. "The neuropsychology of self-control and risk-taking : a focus on impulsive behaviour." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492839.
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Impulsivity is a behaviour that has received several definitions. The most recent and widely accepted definition hypothesises that it is influenced by several separate behaviours including self-control, risk-taking and inhibitory control. Drug abusers and pathological gamblers have been found to exhibit less self-control than healthy controls which may be linked to their focus on short term, potentially damaging rewards, (e.g. positive effects of drug taking) rather than longer term rewards (e.g. better health) thus exacerbating their addiction. The links between risk-taking and addiction are not well understood as the few studies in this area have found contrasting results.
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Dickson, Janet. "Autobiographical memory and social anxiety the impact of self-focus priming on recall /." Swinburne Research Bank, 2004. http://adt.lib.swin.edu.au/public/adt-VSWT20050915.135524.
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Thesis (DPsych) -- School of Social and Behavioural Sciences, Swinburne University of Technology, 2004."... submitted in partial requirement for the degree of the Professional Doctorate in Psychology, School of Social and Behavioural Sciences, Swinburne University of Technology, 2004". Includes bibliographical references (p. 238-274).
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Björnson, Kristofer. "Topological band theory and Majorana fermions : With focus on self-consistent lattice models." Doctoral thesis, Uppsala universitet, Materialteori, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-305212.
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One of the most central concepts in condensed matter physics is the electronic band structure. Although band theory was established more than 80 years ago, recent developments have led to new insights that are formulated in the framework of topological band theory. In this thesis a subset of topological band theory is presented, with particular focus on topological supercon- ductors and accompanying Majorana fermions. While simple models are used to introduce basic concepts, a physically more realistic model is also studied intensely in the papers. Through self- consistent tight-binding calculations it is confirmed that Majorana fermions appear in vortex cores and at wire end points when the superconductor is in the topologically non-trivial phase. Many other properties such as the topological invariant, experimental signatures in the local density of states and spectral function, unconventional and odd-frequency pairing, the precense of spin-polarized currents and spin-polarization of the Majorana fermions, and a local π-phase shift in the order parameter at magnetic impurities are also investigated.
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Lee, Daniel E. "Exploring the Impact of Focus 3 R Factor Training on Principal Self Efficacy." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu161763153132167.
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Marcotte, Mary Meghan Elaine. "A Physical Activity Possible Selves Online Intervention: A Focus on Self-regulatory Possible Selves." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24077.
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Imagining one’s physical activity (PA) possible self can lead to increased PA (e.g., Murru & Martin Ginis, 2010). This online experiment examined potential benefits of forming a self-regulatory PA possible self, which involves reflection on a PA possible self image and strategies to pursue this self. This intervention was compared to a standard PA possible selves intervention and a control condition in terms of impact on motivational, self-regulatory, and PA outcomes. Insufficiently active participants (n = 247) completed baseline measures, were exposed to the intervention or control procedures, and then completed outcome measures immediately and at two and four-weeks post-intervention. The mediational roles of action/coping planning in the intervention-PA relationships were explored. Results: ANCOVAs showed no differences on motivational or self-regulatory outcomes; action/coping planning were not mediators. The two intervention conditions, combined, led to significantly greater PA over the four weeks post-intervention than did the control condition (p. = .041).
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Burgess, Amber G. "The Effects of Motivational and Instructional Self Talk on the Attentional Focus of High School Distance Runners." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4738/.
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The purposes of this study were to examine the (a) attentional focus strategies used by high school distance runners, (b) changes in attentional focus across four laps in three 1.6 km runs, and (c) effects of a pre-performance intervention using motivational and instructional self talk on the attentional focus strategies used by and performance of high school distance runners. Participants (N = 42) completed a background and demographic questionnaire, the Cross Country Attentional Focus Inventory (CCAFI), a motivational and instructional statement survey, and the Self-Motivation Inventory. A series of oneway ANOVAs revealed significant differences in the types of attentional strategies used by each group, as well as fluctuations in use of strategies. The experimental group associated more during the each of the 1.6 km trials, whereas the control group dissociated more throughout each trial. A significant group by week interaction was found, with the experimental group maintaining their performance and the control group slowing from week one to week three.
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Buchanan, Sarah. "The effect of brief mindful self-focus on state paranoia in a nonclinical sample." Thesis, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589462.
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Paranoia is a common experience in the non-clinical population (e.g. Freeman et al., 2011) and is significantly associated with distress (e.g. Ellett et al., 2003). A number of experimental approaches have investigated the induction of state paranoia under controlled conditions (e.g. Bodner & Mikulincer, 1998; Ellett & Chadwick, 2007). There has been no investigation into ways of reducing state paranoia once induced, but mindfulness is one possibility. A number of studies have investigated the use of brief mindful self-focus (BMSF) in reducing negative affect following, or preceded by, negative mood induction (e.g. Broderick, 2005; Singer & Dobson, 2007). However, there has been no such experimental exploration of BMSF following paranoia induction. In the present study, a sample of university students first underwent a paranoia induction paradigm (Ellett & Chadwick, 2007) intended to increase state paranoia. Participants were then randomly allocated to one of two conditions: BMSF or Distraction. Both conditions required participants to listen to a brief audio recording. Participants completed trait measures, as well as a set of state measures across three time points (baseline, post paranoia induction, post BMSF/Distraction) to detect change. Findings indicated that participants became significantly more paranoid following the paranoia induction paradigm and that state paranoia was significantly associated with trait paranoia. There was a significant reduction in state paranoia and negative affect following both the BMSF and distraction conditions. State mindfulness did not significantly increase in the BMSF condition, although there was a trend with participants in the BMSF condition demonstrating a higher level of decentring than the distraction condition. BMSF might therefore be a suitable technique for reducing state paranoia in the non-clinical population. Future research could explore other possible mechanisms of change by which mindfulness may reduce state paranoia, and apply BM SF within other populations experiencing paranoia.
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Karikoski, Aija. "Oral self-care among Finnish adults with diabetes mellitus : a focus on periodontal diseases." Helsinki : University of Helsinki, 2003. http://ethesis.helsinki.fi/julkaisut/laa/hamma/vk/karikoski/.
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Lee, Yong Kyu. "Focus on Outcomes or on Effort: The Role of Self-efficacy on Influencing Expectations." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52941.
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In this dissertation, I investigate how differences in the manner via which individuals pursue goals (judging effort from outcome or outcome from effort) influences expectations (effort vs. outcome). In particular, I focus on the role of self-efficacy, and show that when individuals focus on outcomes, they take self-efficacy into consideration when assessing how much effort is needed. However, when focusing on effort, individuals do not take self-efficacy into consideration when making judgments of outcomes. Thus, I find that irrespective of differences in self-efficacy, individuals expect similar outcomes when effort invested is the same. I report findings from six studies, and discuss theoretical and managerial implications.Ph. D.
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LIU, KAIYA. "Regulatory Focus and Reliance on Response Efficacy and Self-Efficacy in Health Attitude Change." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218564564.
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Holtzhausen, Minnon. "Psychiatric in-patients’ experiences of an art group : with a focus on the self." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013146.
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Aims: It is argued that one’s sense of self is threatened and eroded by mental illness. According to the narrative perspective, one’s personal life narrative is displaced and maintained by a story of illness. However, dialogical self theorists argue that mental illness limits the number of ‘I’ positions available within an individual, resulting in the positions/voices becoming rigid and being dominated by a singular, monological position. The aims of this qualitative study are to attempt to understand and examine psychiatric inpatients’ personal lived experiences of an art group. The goal of the study is to focus on the impact of the art-making process on these patients with regards to the construction of their sense of self. Design: A qualitative research design was used in the study. Method: Four psychiatric in-patient art group members – three male and one female, between the ages of 27 and 40 – were interviewed. A semi-structured interview schedule consisting of sixteen questions focusing on the interviewees’ experiences of the art group was used. The interviews were analysed using an interpretive phenomenological analysis. Results: Three superordinate themes emerged: What the Participants Gained From the Art Group, Sense of Community and Leaving a Mark, and The Experience of Self in the Art group. All three Superordinate themes fall within the participants’ experience of the art group. Conclusion: All four of the participants expressed positive feelings and enjoyment towards the art group. Participation in the art group provided the participants with a sense of pride, achievement and hope within their lives. As a result of participation on the art group, one of the four participants was able to construct a thin alternative experience and sense of self.
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Dogruyol, Burak. "The Impact Of Parental Control And Support On The Development Of Chronic Self-regulatory Focus." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610018/index.pdf.
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This study examined the interplay between parenting behaviors and self-regulatory focus in a sample of 320 university freshmen. Considering the theoretical assumptions and cultural differences, it is expected that specific parenting behaviors predict prevention and/or promotion self-regulatory focus. Especially, the dimensions of parental psychological control were expected to predict prevention focus. Participants completed multiple measures of parenting behaviors and self-regulatory focus. Self-regulatory focus was measured using both direct and indirect measures (i.e., value domains) considering the theoretical formulations underlying the indirect measures. The measures of specific parenting behaviors included parental support, behavioral control, psychological control, and overprotection. Results suggested that psychological control mainly predicts prevention focus. Whereas parental blaming and love withdrawal predicted prevention focus, guilt induction predicted promotion focus under certain conditions. Besides, parental overprotection was related with higher levels of both promotion and prevention self-regulatory focuses. As expected, parental behavioral control was associated with lower levels of prevention focus and parental support was associated with higher levels of promotion focus. Examination of the relationships between both types of self-regulatory focuses and the subscales of indirect measure comprised of value domains yielded results contradictory to the original formulations. For instance, contrary to the theoretical expectations, value domain of security was strongly associated with promotion focus rather than prevention focus, signifying a potential cultural difference. Finally, results have suggested that direct and indirect measures of self-regulatory focuses do not consistently overlap and they may measure different constructs. Results were discussed on the basis of the previous work in this area and further exploration was suggested to clarify the link between direct and indirect measures of self-regulatory focus and their links to parenting behaviors.
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Jiarou, Huang, and Ye Sigewei. "The management differences between self-organizing team and traditional team: Focus on communication and coordination." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18867.
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Hu, Fan. "It depends on how you focus on the self : effects of attractive models in advertising." HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1469.
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Kinrade, Noel Peter. "The role of dispositional reinvestment in choking during decision-making tasks in sport." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5512.
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This thesis examines the moderating effect of dispositional reinvestment upon ‘choking’ in cognitive based tasks such as decision-making. Study 1 tested sixty-three participants’ performances on low- and high-complexity tests of motor skill, psychomotor skill and working memory under low- and high-pressure conditions. The association between reinvestment and choking was shown to extend beyond the motor skill domain to cognitive tasks, particularly those that tax working memory, with task complexity moderating this relationship. Next, a psychometric scale to identify individuals more susceptible to impaired decision-making under pressure was developed. A 13-item decision-specific version of the Reinvestment Scale (Masters, Polman, & Hammond, 1993) measuring an individual’s propensity to engage in conscious control and manifestations of ruminative thoughts emerged following factor analysis. Initial assessment of the scale’s predictive validity showed scores were highly correlated with coaches’ ratings of players’ tendency to choke. The final two studies examined choking using sport specific decision-making tasks. Initial findings were inconclusive, as choking was not observed. It was suggested the task lacked the sufficient cognitive demands to induce reinvestment. The last study, manipulating task complexity, found dispositional reinvestment to be associated with choking in the high complexity condition. The Decision-Specific Reinvestment Scale was also shown to be a better predictor of choking than the original scale. Overall, support was found for the hypothesis that Reinvestment is detrimental to performance under pressure in cognitive based tasks; however may not be the sole cause of disrupted performance. Masters and Maxwell’s (2004) concept of a working memory based explanation and Mullen and Hardy (2000) attentional threshold hypothesis offer a potential explanation to the findings.
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Tam, Kwok-yuen Tammy. "Decisional errors in positive and negative situations the role of self-regulatory focus on moral judgment /." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091591.
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Lam, Ling. "Raising an autistic child: parents' self-guides, emotional reactions, regulatory focus and commitment in child-training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725628.
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Tam, Kwok-yuen Tammy, and 譚珏涴. "Decisional errors in positive and negative situations: the role of self-regulatory focus on moral judgment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091591.
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Du, Minmin. "Audit judgment and self-regulation : the implications of regulatory focus theory and regulatory fit in audit." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6916/.
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This thesis introduces two concomitant psychological perspectives, Regulatory Focus Theory and Regulatory Fit Theory to research in the field of audit judgment and decision making (JDM). The purpose of this thesis is to explore the applicability of the two theories in audit JDM research and to generate preliminary empirical results concerning their plausible implications. Regulatory Focus Theory (Higgins, 1997) provides a fundamental model of human cognition, emotion, and behaviour, as composed of two distinct self-regulation systems: promotion focus (concerned with nurturance needs) versus prevention focus (concerned with security needs). The developing theory has provided many remarkable insights into cognition and decision-making generally. It is proposed in this thesis that Regulatory Focus Theory has important implications for audit JDM, and that it may enrich the account of difference in audit judgment and cognition among auditors provided by prior research. Employing an audit task setting that involved judgment concerning investigation boundaries, this thesis reports evidence for the distinct effects of promotion focus versus prevention focus on cognition of temporal aspects of accounting information and on information processing styles in audit judgment. Participants represent a mix of accounting undergraduates, MBA students, and accounting practitioners. Compared with promotion- focused individuals, prevention-focused individuals over-discount the significance of accounting information distant in the past (five-years ago), while under-discount proximal (two-years ago) information. When information is processed procedurally rather than intuitively, differences in judgments among subjects with promotion versus prevention focus is significantly reduced. Higgins‘ later work looks at how strategic means serve one‘s regulatory focus dispositions and finds that certain strategic means or behaviours may better sustains or fit one‘s motivational state than others (Cesario, Higgins, and Scholer, 2008). The concept of regulatory fit has been applied by researchers in the field of consumer behaviour to study the effect of regulatory fit on the persuasiveness of advocacy messages (e.g., Avent and Higgins, 2006). This thesis proposes that the persuasion effect of regulatory fit can be applied to audit JDM and in particular to the persuasion aspects of the audit review process, and provides new evidence in support of the proposal. The persuasion effect of regulatory fit is examined in a scenario constructed to be analogous to audit. Accounting undergraduates assume a role as independent party to advice the committee of a student drama club on planning of activities for the current year based on review of accounting information in relation to revenue generation of the club. Experimental results reported in this thesis show the relevance of regulatory fit / misfit in audit judgment. Across three settings of regulatory fit induction: The experiments manipulated various sources of regulatory fit – fit from framings of messages received; fit from strategic means applied within the task; and finally fit from prior performance in a separate task. The thesis has demonstrated methods by which regulatory fit can be created from various sources in audit contexts and offered findings suggesting factors affecting audit judgment not yet covered in extant research, e.g., order of audit tasks and the strategic manner of audit tasks (eager versus vigilant).
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Breland, Benjamin Tyson. "The Role of 3-Dimensional State Goal Orientation in the Process of Goal Establishment and Task Performance." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27691.
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The present research expanded upon the work of Breland and Donovan (in press) and examined the role of three-dimensional state goal orientation in an integrative model of goal setting and task performance. In addition, mental focus (Lee, Sheldon, & Turban, 2003) was also incorporated into the model. Results indicated that each of the three-dimensions of state goal orientation uniquely affected oneâ s level of self-efficacy. More specifically, state learning goal orientation and state performance-approach goal orientation both enhanced an individualâ s level of self-efficacy, while state performance-avoidance goal orientation reduced their level of self-efficacy. In turn state goal orientation indirectly impacted mental focus, goals, and performance through its influence on self-efficacy. Implications of these findings as well as suggestions for future research on the personality construct of state goal orientation are discussed.Ph. D.
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Baldwin, Carol L. (Carol Louise). "Self-Complexity and Physiological Responses to Facial Self-Reflection: An Investigation into Women's Self-Image." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278327/.
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In this study, effects of facial self-reflection and complexity of self on physiological responses were investigated. Skin conductance levels were measured during baseline and neutral conditions, then under a self-focusing condition provided by mirror reflection of the face. Subjects completed measures of self-complexity, depressive affect, self-esteem, anxiety and body image satisfaction. Eye tracking data was collected during the mirror condition. Results showed a significant effect of mirror self-reflection on physiological reactivity as measured by differences between mirror and baseline mean responses. Pre-test depressive affect was correlated with low self-esteem but not with self-complexity. Self-complexity was negatively correlated with orientation to physical appearance and positively correlated with greater differences between baseline and mirror mean reactivity. Self-complexity and depressive affect did not significantly predict physiological reactivity, although a trend was found for the influence of each variable. Post-hoc analyses showed significant group differences for both self-complexity and depressive affect on physiological reactivity, although the influence of self-complexity was in the unexpected direction. Results of this study are consistent with general findings that negative self-esteem, anxiety and depression are strongly correlated. In addition, a strong correlation was found between negative self-esteem and dissociative symptoms. Exploratory analyses of eye tracking data found no significant relations among personality variables and percent of time looking at facial image, although some trends were found. Trends for a relation of self-complexity with time looking at facial image, negative evaluation of appearance in the mirror, and less focus on physical appearance suggest a component in the domain of self-complexity related to physical appearance. Clearly, self-complexity has a number of interrelated dimensions and remains a challenging area of study. In addition, the combination of eye tracking and physiological measurement is a relatively new area of study that shows promise for continued investigation.
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Shimshock, Taylor A. "The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7230.
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This study investigated the effects of music choice on the ratings of attentional focus, affective valence, perceived exertion, and enjoyment during and after self-paced treadmill exercise of varied intensities. Thirty-four college-aged, healthy, active males and females volunteered to participate in the study. Participants completed 6 visits to the laboratory: the first visit was a medical screening to ensure safety of the participants. For the second visit, participants completed a maximal treadmill exercise test. On the third visit, participants completed the Brunel Music Rating Inventory-2 to determine their preferred and non-preferred music genres, and to self-select the low, moderate and high intensity exercise speeds that would be used in the experimental trials. During the last three visits, participants completed each of the three (preferred, non-preferred, no music) randomized and counterbalanced experimental trials. The Physical Activity Enjoyment Scale and the Feeling Scale were used to measure baseline and post-exercise ratings of enjoyment and affective valence. During exercise, the single-item Attentional Focus Scale, Feeling Scale, Borg 6-20, and Exercise Enjoyment Scale were used to measure attentional focus, affective valence, perceived exertion, and enjoyment, respectively. Results revealed a main effect for condition for affective valence and enjoyment (p < 0.001 for both interactions). A main effect was also found for intensity for attentional focus (p = 0.002) and perceived exertion (p < 0.001). Lastly, there was a main effect for activity revealed for affective valence (p = 0.047) and enjoyment (p = 0.012). Moreover, tests of between and within subjects factors revealed an interaction effect for condition by intensity for affective valence (p = 0.019) and for condition by intensity by activity for perceived exertion (p = 0.005). There was a general trend for thoughts to be more associative as intensity increased in both groups. In addition, there was a general trend for thoughts to be more dissociative during the preferred music condition compared to the non-preferred and no music trial. However, these differences were only found to be significant in the active group. Furthermore, there was a general trend in the active group for affective valence to be more positive regardless of exercise intensity or music condition when compared to the inactive group. Both groups showed the highest ratings of affective valence during the preferred music condition, followed by the non-preferred and no music condition. In-task enjoyment ratings were highest during the preferred music condition when compared to the non-preferred and no music condition regardless of exercise intensity or activity status. The results did not reveal significant differences for ratings of exertion across music conditions, which does not support previous findings. In conclusion, the perceptual responses in this study, which represent affective valence, attentional focus, and enjoyment, were generally more favorable during the preferred music condition and in the active participants. These results support previous findings to suggest exercising while listening to preferred music may lead to an increase in physical activity adherence.
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Timpone, Lyndsey Ann. "Motivational Profiles of Middle School Students in an RTI Model: Implicit theories of intelligence, regulatory focus, goal preference, effort attributions and academic self-efficacy." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1334148679.
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葉慧敏 and Wai-man Ip. "Approaching positive outcomes versus preventing negative ones: self-regulatory focus and its implicationsfor close-mindedness and victimization." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31222742.
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Forester, Sean M. "Energy harvesting for self-powered, ultra-low power microsystems with a focus on vibration-based electromechanical conversion." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Sep/09Sep%5FForester.pdf.
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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2009.Thesis Advisor(s): Singh, Gurminder ; Gibson, John. "September 2009." Description based on title screen as viewed on November 6, 2009. Author(s) subject terms: Microelectromechanical systems, photovoltaic, piezoelectric, thermocouple, power harvesting, energy scavenging, thermoelectric. Includes bibliographical references (p. 59-65). Also available in print.
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Miller, Andrew. "Examining the Effects of Horizontal Conflict in Regulatory Fit Theory in the Context of Performance Feedback." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/78090.
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This study extends Regulatory Fit Theory (Higgins, 2000) to examine horizontal regulatory fit (Scholer & Higgins, 2010) in the context of performance feedback. Participants completed the Regulatory Focus Questionnaire (Higgins et al., 2001) to measure their chronic motivational orientation, then worked on an adapted version of an in-basket task (Holmes & Hauenstein, 2012) across two sessions. Hypotheses predicted that compared to instances of non-fit, conditions of regulatory fit between chronic and situational and motivational orientations (Promotion vs. Prevention) would have a significantly greater impact on the following three outcomes: 1) Variety and Frequency of Feedback Use, 2) Feedback Recall, and 3) Attitudes toward both Feedback and the In-basket Task. Overall results supported this assertion. Participants in condition of regulatory fit engaged in a significantly greater variety of behaviors and did so more frequently than those in non-fit conditions. Additionally, participants in regulatory fit conditions had stronger positive attitudes toward feedback than those in non-fit conditions. Counter to previous research, regulatory fit did not have significant impact on feedback recall in the current study, nor did regulatory fit have a significant impact on the attitudes toward in-basket task.Master of Science
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Johnson, Camille Su-Lin. "The motivational consequences of upward comparison." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117514659.
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Thesis (Ph.D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xiii, 112 p.; also includes graphics. Includes bibliographical references (p. 87-90). Available online via OhioLINK's ETD Center
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Ip, Wai-man. "Approaching positive outcomes versus preventing negative ones : self-regulatory focus and its implications for close-mindedness and victimization /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21240498.
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Watson, Freda S. "Shyness in the context of reduced fear of negative evaluation and self-focus : a mixed methods case study." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003066.
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