August 7: FINAL EXAM (8:30 – 11:30)
PSYC S-1072
The Psychology of Emotional, Behavioral,
And Motivational Self-Regulation: Section 1
Professor Richard J. McNally
Summer 2019 (Morning Seminar)
Course Description
Emotions often seem to happen to people, triggered by events seemingly beyond their control. Yet are we entirely at the mercy of our emotions? Or can we learn ways to regulate our emotions, harnessing them as sources of motivation to achieve personal, interpersonal, and professional goals? The purpose of this seminar is to introduce students to what psychologists are learning about the science of self-regulation and how these discoveries can help people overcome bad habits, combat procrastination, achieve their goals, foster creativity, cultivate positive emotions, and manage negative ones.
Evaluation
Students are responsible for doing the readings prior to each class. They should be prepared to ask and to answer questions about the readings. In addition, one student will be assigned to summarize and present the key ideas in a reading for that day. Using a memory stick, students should create a Power Point slide show to help them conduct their presentation. Most presentations will run 10-15 minutes, and each will be followed by discussion. Each student will do several presentations throughout the course. Students should distribute their Power Point presentation to the Instructor and to classmates prior to their presentation. I will administer brief, short-answer essay quizzes during most weeks of the course. I will announce them in advance. These are diagnostic of your mastery of the material, and although I will provide answers and feedback to you, the quizzes will not figure in your grade.
Course grades will be based on an in-class one-hour midterm (25%), a cumulative in-class three-hour final exam (50% of grade), and on presentations and class participation (25%). The midterm exam will consist of multiple choice questions, and final exam will included long essays, short essays, and multiple-choice questions. Finally, students can earn extra points toward their final grade by volunteering for research studies in the Department of Psychology (up to three hours worth).
Students taking this course for graduate credit must devise a research proposal, and present it in a 15-minute Powerpoint presentation. The talk will comprise an Introduction section (covering theoretical and empirical literature), Method section, and (predicted) Results. This presentation will constitute 15% of the course grade, whereas the final exam will constitute 45%, the midterm (20%), and presentations and class participation (20%).
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Readings
Readings can be downloaded to one’s laptop computer or printed out via Harvard library’s on-line Hollis system.
Seminar
Mondays and Wednesdays 8:30 to 11:30 in William James Hall Room 401
Instructor
Professor Richard J. McNally
Office: Department of Psychology, 1230 William James Hall
e-mail: rjm@wjh.harvard.edu
Phone: (617) 495-3853
Office hours: By appointment.
Readings
Week #1
June 24: The Paradox of Self-Regulation
Putnam, A. L., Sungkhasettee, V. W., & Roediger, H. R., III.
(2016). Optimizing learning in college: Tips from cognitive
psychology. Perspectives on Psychological Science, 11,
652-660.
Schelling, T. C. (1984). Self-command in practice, in policy,
and in a theory of rational choice. American Economic
Review, 74, 1-11.
June 26: Theories of Self-Control
Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The
strength model of self-control. Current Directions in
Psychological Science, 16, 351-355.
Galla, B. M., & Duckworth, A. L. (2015). More than resisting
temptation: Beneficial habits mediate the relationship
between self-control and positive life outcomes. Journal of
Personality and Social Psychology, 109, 508-525.
Job, V., Dweck, C., & Walton, G. M. (2010). Ego depletion – Is
it all in your head?: Implicit theories about willpower
affect self-regulation. Psychological Science, 21,
1686-1693.
Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W., & Wardle,
J. (2010). How are habits formed: Modelling habit formation
in the real world. European Journal of Social Psychology,
40, 998-1009.
Miles, E., Sheeran, P., Baird, H., MacDonald, I., Webb, T. L., &
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Harris, P. R. (2016). Does self-control improve with
practice? Evidence from a six-week training program. Journal
of Experimental Psychology: General, 145, 1075-1091.
Week #2
July 1: Delay of Gratification
Mischel, W., Shoda, Y., & Rodriquez, M. L. (1989). Delay of
gratification in children. Science, 244, 933-938.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox,
R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B.
W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A.
(2011). A gradient of childhood self-control predicts
health, wealth, and public safety. Proceedings of the
National Academy of Sciences, 108, 2693-2698.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High
self-control predicts good adjustment, less pathology,
better grades, and interpersonal success. Journal of
Personality, 72, 272-322.
Wiese, C. W., Tay, L., Duckworth, A. L., D’Mello, S.,
Kuykendall, L., Hofmann, W., Baumeister, R. F., & Vohs, K.
D. (2018). Too much of a good thing? Exploring the
inverted-U relationship between self-control and happiness.
Journal of Personality, 86, 380-396.
July 3: Hedonic Psychology
Diener, E., Lucas, R. E., & Scollon, C. N. (2006). Beyond the
hedonic treadmill: Revising the adaptation theory of
well-being. American Psychologist, 61, 305-314
Kahneman, D., & Deaton, A. (2010). High income improves
evaluation of life but not emotional well-being. Proceedings
of the National Academy of Science, 107, 16489-16493.
Tennant, R. J., & Hsee, C. K. (2017). Hedonic nondurability
revisited: A case for two types. Journal of Experimental
Psychology: General, 146, 1749-1760.
Week #3
July 8: Grit and Deliberate Practice
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., &
Gollwitzer, P. M. (2011). Self-regulation strategies improve
self-discipline in adolescents: Benefits of mental
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contrasting and implementation intentions. Educational
Psychology, 31, 17-26.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R.
(2007). Grit: Perseverance and passion for long-term goals.
Journal of Personality and Social Psychology, 92, 1087-1101.
Ericsson, K. A., Nandagopal, K., & Roring, R. W. (2009). Toward
a science of exceptional achievement: Attaining superior
performance through deliberate practice. Annals of the New
York Academy of Sciences, 1172, 199-217.
Jachimowicz, J. M., Wihler, A., Bailey, E. R., & Galinsky, A. D.
(2018). Why grit requires perseverance and passion to
positively predict performance. Proceedings of the National
Academy of Science, 115, 9980-9985.
July 10: MIDTERM EXAM and Internet and Social Media
Orben, A., & Przybylski, A. K. (in press). Screens, teens, and
psychological well-being: Evidence from three time-use-diary
studies. Psychological Science.
Verduyn, P., Lee, D. S., Park, J., Shablack, H., Orvell, A.,
Bayer, J., Ybarra, O., Jonides, J., & Kross, E. (2015).
Passive Facebook usage undermines affective well-being:
Experimental and longitudinal evidence. Journal of
Experimental Psychology: General, 144, 480-488.
Week #4
July 15: Studying and Remembering
Buehler, R., Griffin, D., & Ross, M. (1994). Exploring the
“planning fallacy”: Why people underestimate their task
completion times. Journal of Personality and Social
Psychology, 67, 366-381.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated
learning: Beliefs, techniques, and illusions. Annual Review
of Psychology, 64, 417-444.
Duckworth, A. L., White, R. E., Matteucci, A. J., Shearer, An, &
Gross, J. J. (2016). A stitch in time: Strategic
self-control in high school and college students. Journal
of Educational Psychology, 108, 329-341.
July 17: Self-Regulation and Health
Berkman, E. T., Falk, E. B., & Lieberman, M. D. (2011). In
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the trenches of real-world self-control: Neural correlates
of breaking the link between craving and smoking.
Psychological Science, 22, 498-506.
Nordgren, L. F., van Harreveld, F., & van der Pligt, J. (2009).
The restraint bias: How the illusion of self-restraint
promotes impulsive behavior. Psychological Science, 20,
1523-1528.
Prestwich, A., Perugini, M., & Hurling, R. (2009). Can the
effects of implementation intentions on exercise be enhanced
using text messages? Psychology and Health, 24, 677-687.
Week #5
July 22: Self-Regulation and Health
Diestel, S., Rivkin, W., & Schmidt, K.-H. (2015). Sleep quality
and self-control capacity as protective resources in the
daily emotional labor process: Results from two diary
studies. Journal of Applied Psychology, 100, 809-827.
Lopez, R. B., Hofmann, W., Wagner, D. D., Kelley, W. M., &
Heatherton, T. F. (2014). Neural predictors of giving in to
temptation in daily life. Psychological Science, 25,
1337-1344.
Wang, X. T., & Dvorak, R. D. (2010). Sweet future: Fluctuating
blood glucose levels affect future discounting.
Psychological Science, 21, 183-188.
July 24: Emotion Regulation
Alden, L. E., & Trew, J. L. (2013). If it makes you happy:
Engaging in kind acts increases positive affect in socially
anxious individuals. Emotion, 13, 64-75.
Jamieson, J. P., Mendes, W. B., & Nock, M. K. (2013). Improving
acute stress responses: The power of reappraisal. Current
Directions in Psychological Science, 22, 51-56.
Schleider, J. L., & Weisz, J. R. (2016). Reducing risk for
anxiety and depression in adolescents: Effects of a
single-session intervention teaching that personality can
change. Behaviour Research and Therapy, 87, 170-181.
Vohs, K. D., Finkenauer, C., & Baumeister, R. F. (2010). The sum
of friends’ and lovers’ self-control scores predicts
relationship quality. Social Psychological and Personality
Science, 2, 138-145.
Week #6
July 29: Emotion Regulation
Lyubomirsky, S., Dickerhoof, R., Boehm, J. L., & Sheldon, K. M.
(2011). Becoming happier takes both a will and a proper way:
An experimental longitudinal intervention to boost
well-being. Emotion, 11, 391-402.
Nelis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F.,
Dupuis, P., Mikolajczak, M. (2011). Increasing emotional
competence improves psychological and physical well-being,
social relationships, and employability. Emotion, 11,
354-366.
Sandstrom, G. M., & Dunn, E. W. (2014). Is efficiency
overrated?: Minimal social interactions lead to belonging
and positive affect. Social Psychological and Personality
Science, 5, 437-442.
July 31: Emotion Regulation
Mauss, I. B., Tamir, M., Anderson, C. L., & Savino, N. S.
(2011). Can seeking happiness make people unhappy?
Paradoxical effects of valuing happiness. Emotion, 11,
807-815.
Quoidbach, J., & Dunn, E. W. (2012). Give it up: A strategy for
combating hedonic adaptation. Social Psychological and
Personality Science, 4, 563-568.
Ford, B. Q. & Troy, A. S. (2019). Reappraisal reconsidered: A
closer look at the costs of an acclaimed emotion-regulation
strategy. Current Directions in Psychological Science, 28,
195-203.
Week #7
August 5: Spillover session
August 7: FINAL EXAM (8:30 – 11:30)
Additional Information
Students with disabilities who need academic adjustments or accommodations should click on the following link for steps on who to make these arrangements:
http://www.summer.harvard.edu/resources-activities/disability-services
Harvard University takes violations of academic integrity very seriously. To learn about these violations and how to avoid them, students should click on the following two links:
http://www.summer.harvard.edu/resources-policies/student-responsibilities#integrity
http://www.summer.harvard.edu/resources-policies/resources-support-academic-integrity
Collaboration Policy for PSYC S-1072
Students should not collaborate on their presentations for this class.
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