Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Greenhouse, Paul Michael
Languages: English
Types: Doctoral thesis
Subjects: BF
The resource, or strength, model of self-control (Baumeister, Heatherton & Tice, 1994) suggests that individuals possess a limited resource of strength, or energy, which is depleted by acts of self-control, leading to reduced performance on a subsequent, unrelated, self-control task (Muraven, Tice & Baumeister, 1998). This decrease in self-control has been labelled ‘ego depletion’ (Baumeister et al., 1998). Review of the research literature reveals an impressive array of effects linked with ego depletion; however, the majority of these studies have focused on depletion in adults. The present study aimed to extend the research literature in this area by investigating the ego depletion effect in 89 primary school children aged between 10 and 11 years. A dual-task procedure was used to investigate the potential ego depletion effect of a brief thought suppression task upon a subsequent task of receptive attention. In addition, the current study aimed to find out whether trait mindfulness (i.e., a disposition towards open and non-judgemental awareness of one’s self and attention to the moment) can counteract ego depletion in children (Baer, Smith, Hopkins, Krietemeyer & Toney, 2006; Bishop et al., 2004; Brown & Ryan, 2007a). No significant effect of ego depletion on performance in the second self-control task was found. A borderline significant effect of ego depletion on the children’s perceived difficulty of the second self-control task was found. Trait mindfulness was found to be a significant predictor of children’s perceived difficulty of the second self-control task. No significant moderation effect of ego depletion by trait mindfulness was found. Implications are explored and future directions discussed.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Cardaciotto L, Herbert, J. D., Forman, M. E., Moitra, E., & Farrow, V. (2008). The assessment of present-moment awareness and acceptance: The Philadelphia Mindfulness Scale. Assessment, 15, 204-223.
    • Carifio, J., & Perla, R. J. (2007). Ten common misunderstandings, misconceptions persistent myths and urban legends about Likert scales and Likert response format and their antidotes. Journal of Social Sciences, 3(3), 106-116.
    • Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: A control-theory approach to human behavior. New York: Springer-Verlag.
    • Checa, P., Rodriguez-Bailon, R., & Rueda, M. R. (2008). Neurocognitive and temperamental systems of self-regulation and early adolescents' social and academic outcomes. Mind, Brain, and Education, 2(4), 177-187.
    • Collier A. (1994). Critical Realism: An introduction to Roy Bhaskar's philosophy. London: Verso.
    • Darlaston-Jones, D. (2007). Making Connections: The relationship between epistemology and research methods. The Australian Community Psychologist, 19(1), 19-27.
    • Duckworth, A. L., Tsukayama, E., & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychological and Personality Science, 1, 311-317.
    • Edwards, A. L. (1953). The relationship between the judged desirability of a trait and the probability that it will be endorsed. Journal of Applied Psychology, 37, 90- 93.
    • Felzmann, H. (2009). Ethical issues in school-based research. Research Ethics Review, 5(3), 104-109.
    • Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Locke, J., Ishijima, E., ... & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70-95.
    • Gailliot, M. T., Baumeister, R. F., DeWall, C. N., Maner, J. K., Plant, E. A., Tice, D. M., ... & Schmeichel, B. J. (2007). Self-control relies on glucose as a limited energy source: Willpower is more than a metaphor. Journal of Personality and Social Psychology, 92, 325-336.
    • Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). Psychological Assessment, 23(3), 606-14.
    • Hagger, M. S., Wood, C., Stiff, C., & Chatzisarantis, N. L. D. (2010). Ego depletion and the strength model of self-control: A meta-analysis. Psychological Bulletin, 136, 495-525.
    • Inzlicht, M., & Schmeichel, B. J. (2012). What is ego depletion? Toward a mechanistic revision of the resource model of self-control. Perspectives on Psychological Science, 7(5) 450-463.
    • Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
    • Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.
    • Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M., & Zumbo, B. D. (2013). A validation of the Mindful Attention Awareness Scale adapted for children. Mindfulness. Retrieved March 16, 2014, from http://link.springer.com/article/10.1007%2Fs12671-013-0228-4#
    • Masicampo, E. J. and Baumeister, R. F. (2007). Relating mindfulness and self-regulatory processes. Psychological Inquiry, 18(4), 255-258.
    • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., & … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth and public safety. Proceedings of the National Academy of Sciences in the United States, 108(7), 2693-2698.
    • Muraven, M., Shmueli, D., &Burkley, E. (2006). Conserving self-control strength. Journal of Personality and Social Psychology, 91(3), 524-537.
    • Muraven, M., Tice, D. M., & Baumeister, R. F. (1998). Self-control as a limited resource: Regulatory depletion patterns. Journal of Personality and Social Psychology, 74, 774-789.
    • Naglieri, J. A., & Das, J. P. (1997). Cognitive Assessment System. Chicago: Riverside Publishing.
    • Paulhaus, D. L., & Reid, D. B. (1991). Two-component models of socially desirable responding. Journal of Personality and Social Psychology, 46, 598-609.
    • Price, D. A., & Yates, G. C. R. (2010). Ego depletion effects on mathematics performance in primary school students: why take the hard road? Educational Psychology: An International Journal of Experimental Educational Psychology, 30(3), 269-281.
    • Price, D. A., & Yates, G. C. R. (2013). Impact of a brief ego depletion procedure on creative behaviour in the upper primary classroom. Educational Psychology: An International Journal, 0, 1-13.
    • Robson, C. (2002). Real world research: A resource for social scientists and practitioner researchers (Second Edition). London: John Wiley and Sons.
    • Rogers A. & Pilgrim D. (2005). A sociology of mental health and illness (Third Edition). Berkshire: Open University Press.
    • Ron A. (2002). Regression analysis and the philosophy of social science: a critical realist view. Journal of Critical Realism, 1, 119-142.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article