Individual differences in task-unrelated thought in university classrooms.

This study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N = 851) from ten psychology classes at two US universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT. Students also completed online, academic-self-report questionnaires at the beginning of the course and a situational interest questionnaire at the end. Average TUT rate was 24% but individuals' rates varied widely (SD = 18%). TUT rates also increased substantially from the front to back of the classroom, and modestly from the first to second half of class periods. Multiple-group analyses (with ten classroom groups) indicated that: (a) classroom media-multitasking habits, initial interest in the course topic, and everyday propensity for mind-wandering and boredom accounted for unique variance in TUT rate (beyond other predictors); (b) TUT rate accounted for unique (modest) variance in course grades and situational interest; and (c) classroom media multitasking and propensity for mind-wandering and boredom had indirect associations with course grades via TUT rate, and these predictor variables, along with initial interest, had indirect associations with end-of-term situational interest via TUT rate. Some academic traits and behaviors predict course outcomes in part because they predict off-task thought during class.

Does willpower mindset really moderate the ego-depletion effect? A preregistered replication of Job, Dweck, and Walton (2010).

This article reports a preregistered study in which we attempted to replicate the results of an influential study on the ego-depletion effect reported by Job, Dweck, and Walton in 2010. The original Job et al. study (Study 1, N = 60) provided evidence that the ego-depletion effect-a performance decrease on a self-control task after performing another self-control task-occurs only for individuals who hold a belief that their willpower is limited. This moderation of the ego-depletion effect by one's willpower mindset (limited vs. nonlimited) has been interpreted as evidence against a prevalent limited-resource account of self-control. Although this alternative account of the ego-depletion effect has become well-known, the statistical evidence of the original study was on shaky ground. We therefore conducted a preregistered replication of the original study with some methodological improvements. As in the original study, participants (N = 187) performed a self-control task (Stroop color-word interference task) after performing the control or depletion version of a letter cancelation task. Despite extensive analyses, we failed to replicate the original results: There was neither a significant main effect of ego depletion nor a significant moderation of this ego-depletion effect by individual differences in willpower mindset. Together with other recent failures to replicate the original moderation effect, our results cast doubts on the claim that an individual's view of whether willpower is limited or not affects one's susceptibility to the ego-depletion effect.

Personality correlates of dispositional forgiveness: a direct comparison of interpersonal and self-forgiveness using common transgression scenarios.

Although the personality correlates of dispositional interpersonal forgiveness (forgiveness of others) have been well characterized, those of dispositional self-forgiveness are less well understood. Moreover, when the personality correlates are examined for both types of forgiveness, the comparison has been based on participants' self-report ratings on questionnaires. The current study sought to address these gaps in the literature by adopting a scenario-based approach, which has been used less frequently, especially in self-forgiveness research. A total of 160 participants read six fictional scenarios, each describing a severe transgression, from the perspective of the transgressor (self-forgiveness, n = 78) or the victim (interpersonal forgiveness, n = 82) of the transgression, and then responded to several items assessing different facets of forgiveness (avoidance, revenge, and benevolence). Participants' personality (Big Five) and explanatory style were also assessed. Consistent with prior literature, agreeableness and neuroticism generally predicted different facets of interpersonal forgiveness. These two personality traits also predicted facets of self-forgiveness, but, additionally, conscientiousness and one's tendency to internalize failure (the personal component of explanatory style) uniquely predicted self-forgiveness, especially avoidance motivations. These results point to both similarities and differences in the personality correlates of interpersonal and self-forgiveness. As a secondary, more exploratory aim, the current study compared the results from our scenario-based assessment of forgiveness to those based on a commonly used questionnaire, the Other and Self subscales of the Heartland Forgiveness Scale (HFS). As expected, the Other subscale of the HFS were associated with levels of interpersonal forgiveness assessed with our transgression scenarios, but, surprisingly, the HFS Self subscale was more strongly related to interpersonal than self-forgivess assessed with scenarios. Moreover, the Self subscale was not associated with levels of self-forgiveness assessed with transgression scenarios, except for avoidance motivations. These results suggest that scenario-based and questionnaire-based methods may capture different facts of forgiveness and cannot be used interchangeably, especially for the assessment of self-forgiveness. More generally, the current study illustrates the importance of conducting direct within-study comparisons of interpersonal and self-forgiveness as well as of different assessment methods to better understand the similarities and differences between the two types of forgiveness.

Lower general executive function is primarily associated with trait worry: A latent variable analysis of negative thought/affect measures.

This exploratory latent-variable study sought to identify common sources of variance between two multifaceted sets of constructs: executive functions (EFs) and negative thoughts/affect. One-hundred ninety-two college students completed nine tasks representing three types of EFs (inhibition, updating, and shifting) and a set of questionnaires assessing four facets of negative thought/affect (anxiety symptoms, depression symptoms, worry, and rumination). Results indicated that, although the four negative thought/affect constructs were substantially correlated with one another, trait worry was the construct uniquely associated with EFs. Specifically, worry was associated with general EF abilities underlying all three subtypes of EFs (common EF), but was not associated with specific EF abilities (i.e., shifting-specific and updating-specific). These findings highlight the importance of partitioning common and specific variances in both EFs and negative thought/affect when examining the associations between these two research domains. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the 2 sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning. (PsycINFO Database Record

No Evidence of the Ego-Depletion Effect across Task Characteristics and Individual Differences: A Pre-Registered Study.

Ego-depletion, a psychological phenomenon in which participants are less able to engage in self-control after prior exertion of self-control, has become widely popular in the scientific community as well as in the media. However, considerable debate exists among researchers as to the nature of the ego-depletion effect, and growing evidence suggests the effect may not be as strong or robust as the extant literature suggests. We examined the robustness of the ego-depletion effect and aimed to maximize the likelihood of detecting the effect by using one of the most widely used depletion tasks (video-viewing attention control task) and by considering task characteristics and individual differences that potentially moderate the effect. We also sought to make our research plan transparent by pre-registering our hypotheses, procedure, and planned analyses prior to data collection. Contrary to the ego-depletion hypothesis, participants in the depletion condition did not perform worse than control participants on the subsequent self-control task, even after considering moderator variables. These findings add to a growing body of evidence suggesting ego-depletion is not a reliable phenomenon, though more research is needed that uses large sample sizes, considers moderator variables, and pre-registers prior to data collection.

A Multilab Preregistered Replication of the Ego-Depletion Effect.

Good self-control has been linked to adaptive outcomes such as better health, cohesive personal relationships, success in the workplace and at school, and less susceptibility to crime and addictions. In contrast, self-control failure is linked to maladaptive outcomes. Understanding the mechanisms by which self-control predicts behavior may assist in promoting better regulation and outcomes. A popular approach to understanding self-control is the strength or resource depletion model. Self-control is conceptualized as a limited resource that becomes depleted after a period of exertion resulting in self-control failure. The model has typically been tested using a sequential-task experimental paradigm, in which people completing an initial self-control task have reduced self-control capacity and poorer performance on a subsequent task, a state known as ego depletion Although a meta-analysis of ego-depletion experiments found a medium-sized effect, subsequent meta-analyses have questioned the size and existence of the effect and identified instances of possible bias. The analyses served as a catalyst for the current Registered Replication Report of the ego-depletion effect. Multiple laboratories (k = 23, total N = 2,141) conducted replications of a standardized ego-depletion protocol based on a sequential-task paradigm by Sripada et al. Meta-analysis of the studies revealed that the size of the ego-depletion effect was small with 95% confidence intervals (CIs) that encompassed zero (d = 0.04, 95% CI [-0.07, 0.15]. We discuss implications of the findings for the ego-depletion effect and the resource depletion model of self-control.