The jingle problem arises because the term self-control is defined differently across research traditions ( Duckworth & Kern 2011). Given its popularity as an object of study, it is not surprising that self-control research suffers from the so-called jingle jangle problem identified by Kelley (1927) as an impediment to scientific progress.

Because the student cannot do both at once, they exert self-control in Figure 1 b when they choose the academic goal–congruent ( AGC) response rather than the academic goal–incongruent ( AGI) response. In contrast, studying for the math test is not very fun in the moment but valued in the long run, particularly because, as indicated in Figure 1 b, this student dreams of becoming a doctor someday. Scrolling through Instagram is extremely fun in the moment but not valued in the long run. To illustrate this, consider the example shown in Figure 1 a, in which a student faces a self-control conflict when choosing between studying for a math test and scrolling through new photos in their Instagram feed. We define self-control as the self-initiated regulation of thoughts, feelings, and actions when enduringly valued goals conflict with momentarily more gratifying goals. Last, we suggest especially promising directions for future research and practice. We summarize empirical evidence suggesting that self-control entails deploying strategic maneuvers either to strengthen impulses that are congruent with academic goals or to weaken competing impulses. 2014), we explain how impulses of any kind are generated in a recursive cycle that includes four stages: situation, attention, appraisal, and response. Using the process model of self-control ( Duckworth et al.

We then turn to evidence that more self-controlled students thrive academically at every level of formal schooling, from kindergarten through university. Next, we explain why self-control is particularly relevant to carrying out the diverse tasks of what Corno & Mandinach (2004) call studenting. What have we learned about self-control and academic achievement? To answer this question, we begin by defining self-control and distinguishing it from related constructs, including conscientiousness, self-regulated learning, and compliance with authority. In recent decades, our understanding of the mechanisms underlying self-control has advanced well beyond early descriptions of will ( Webb 1915). Teachers have long held that self-control is necessary for academic achievement ( Dewey 1938).

White list selfcontrol problem