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Self-control and SAT outcomes: Evidence from two national field studies

Self-control is often thought to be synonymous with willpower, defined as the direct modulation of impulses in order to do what is best in the long-run. However, research has also identified more strategic approaches to self-control that require less effort than willpower. To date, field research is...

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Published in:PloS one 2022-09, Vol.17 (9), p.e0274380-e0274380
Main Authors: Baldwin, Chayce R, Haimovitz, Kyla, Shankar, Priya, Gallop, Robert, Yeager, David, Gross, James J, Duckworth, Angela L
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description Self-control is often thought to be synonymous with willpower, defined as the direct modulation of impulses in order to do what is best in the long-run. However, research has also identified more strategic approaches to self-control that require less effort than willpower. To date, field research is lacking that compares the efficacy of willpower to strategic self-control for consequential and objectively measured real-world outcomes. In collaboration with the College Board, we surveyed two national samples of high school students about how they motivated themselves to study for the SAT college admission exam. In Study 1 (N = 5,563), compared to willpower, strategic self-control predicted more hours of SAT practice and higher SAT scores, even when controlling for prior PSAT scores. Additionally, the more self-control strategies students deployed, the higher their SAT scores. Consistent with dose-response curves in other domains, there were positive albeit diminishing marginal returns to additional strategies. Mediation analyses suggest that the benefits of self-control strategies to SAT scores was fully explained by increased practice time. These results were confirmed in Study 2, a preregistered replication with N = 14,259 high school students. Compared to willpower, strategic self-control may be especially beneficial in facilitating the pursuit of goals in high-stakes, real-world situations.
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Mediation analyses suggest that the benefits of self-control strategies to SAT scores was fully explained by increased practice time. These results were confirmed in Study 2, a preregistered replication with N = 14,259 high school students. 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subjects Academic achievement
Analysis
Biology and Life Sciences
College students
Educational Status
Ethnicity
Humans
Laboratories
Management
Mediation
Medicine and Health Sciences
People and Places
Predictive control
Research and Analysis Methods
SAT assessment
Secondary school students
Secondary schools
Self control
Social Sciences
Standard deviation
Students
Universities
Volition
title Self-control and SAT outcomes: Evidence from two national field studies
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