Self-regulatory Failure Research Articles

Investigating the effectiveness of emotional design principle to attenuate ego depletion effect

An important function of positive emotional design is protecting learning from negative impacts by promoting self-regulation. The present study examines the effects of the emotional design principle in the situation of ego depletion, which reflects a period of self-regulation failure due to a lack of mental resources. Based on a sample of 120 students from a Chinese university, two groups of participants divided into depletion and non-depletion conditions first received different self-regulation manipulations, and then attended a multimedia lesson, with either a positive emotional design or a neutral emotional design. It was found that learning with positive emotional design materials alleviated the decrease in the transfer performance of the depletion group by preventing cognitive overload. These results are consistent with the proposition that implementing an emotional design approach can prevent the impairment of learning. The results also provide preliminary evidence for the assumption that learners' affective states may impact the consumption of their mental resources, and, in turn, affect cognitive load. Additional implications for the role of learners’ affective states in cognitive load are discussed.

Beyond prevention: Regulating responses to self-regulation failure to avoid a set-back effect.

Despite having good intentions, people fail at times to self‐regulate. Most of these instances of everyday self‐regulation failure are in themselves trivial. However, the ensuing chain of attributions, thoughts, and subsequent behaviors that people experience after an instance of failure may be detrimental to their long‐term self‐regulation success. In two studies, we examined the potential of intervening in the aftermath of failure to prevent this so‐called “setback effect” by instructing people that setbacks may occur and to attribute future incidents of failure to external causes. In Study 1, we tested whether the intervention indeed decreased the frequency of self‐regulation failure in the context of dieting and procrastination. In Study 2, we aimed to replicate the findings from Study 1 in the context of procrastination, and we explored the mediating role of self‐efficacy. In both studies, participants in the intervention condition experienced less self‐regulation failure and more subjective self‐regulation success in the days after the intervention. Study 2 demonstrated that this effect was partly mediated by an increase in self‐efficacy. Taken together, findings suggest that a simple mindset manipulation promoting external attributions to failure may be effective in preventing a setback effect from occurring by protecting self‐efficacy.

Effects of achievement goals on self-control

Recent research has shown that achievement goals differ in their effects on working memory capacity and the metacognitive judgment of learning as part of the self-regulatory process. To extend this line of inquiry, we examined the effects of achievement goals on self-control, arguably the most critical subset of self-regulation. In three experiments, adolescent and early-adult learners were randomly assigned to mastery goal, performance-approach goal, and performance-avoidance goal conditions and performed self-control tasks in ego-depleting contexts. Students in the mastery goal condition demonstrated significantly better performance than students in the performance-approach goal condition on a task that required attentional control (Experiment 1) and inhibitory control after negative feedback (Experiments 2 and 3). The performance of students in the performance-avoidance goal condition did not differ significantly from that of students in the mastery goal or the performance-approach goal conditions. Planned-comparison ANCOVAs nonetheless revealed that, across all three experiments, the self-control performance of the students in the mastery goal condition was significantly better than that of the students in the two performance goal conditions combined. Mediation analysis further suggested that performance-approach and performance-avoidance goals evoked more task-irrelevant thoughts than mastery goals did, which subsequently interrupted students’ self-control performance (Experiment 3). We discuss the implications of the mechanisms underlying motivational influences on self-control for adolescents, who experience frequent self-regulation failures in learning contexts.

The regulating role of mindfulness in enacted workplace incivility: An experience sampling study.

Incivility at work poses a problem, both for individuals who are the targets of incivility and for organizations. However, relatively little is known about what drives or hinders individuals to engage in incivility, and how they respond to their own uncivil behavior. Adopting a self-regulation perspective, we link theories explaining enacted incivility as self-regulatory failure with research about the self-regulatory benefits of mindfulness. We develop and investigate a conceptual model on the role of trait mindfulness in antecedent- and consequent-based processes of enacted workplace incivility. Data from an experience-sampling study across 5 work days provided support for the majority of our hypotheses. Individuals high in trait mindfulness not only showed generally low levels of enacted incivility, but they also displayed less variability in enacted incivility over time. Specifically, while enacted incivility was entrained to the work week and systematically decreased from Monday to Friday for individuals low in mindfulness, enacted incivility remained stable over the course of the work week for individuals high in mindfulness. Furthermore, employees high in trait mindfulness reacted in a more morally mature manner and experienced guilt when having engaged in uncivil behavior compared to their low mindful counterparts. However, increases in guilt for high mindful individuals did not translate into lower levels of enacted incivility the following work day. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Predicting Delay in Goal-Directed Action: An Experience Sampling Approach Uncovering Within-Person Determinants Involved in the Onset of Academic Procrastination Behavior.

Academic procrastination involves the delayed implementation of actions required to fulfill study-related tasks. These behavioral delays are thought to result from momentary failures in self-regulation (i.e., within-person processes). Most previous studies focused on the role of trait-based individual differences in students’ procrastination tendencies. Little is known about the within-person processes involved in the occurrence of procrastination behavior in real-life academic situations. The present study applied an event-based experience sampling approach to investigate whether the onset of task-specific delay behavior can be attributed to unfavorable changes in students’ momentary appraisals of tasks (value, aversiveness, effort, expectations of success), which may indicate failures in self-regulation arise between critical phases of goal-directed action. University students (N = 75) used an electronic diary over eight days to indicate their next days’ intentions to work on academic tasks and their task-specific appraisals (n = 582 academic tasks planned). For each task, a second query requested the next day determined whether students’ task-related appraisals changed and whether they implemented their intention on time or delayed working on the respective task (n = 501 completed task-specific measurements). Students’ general procrastination tendency was assessed at baseline using two established self-report questionnaires. Stepwise two-level logistic regression analyses revealed that within-person changes in task-related appraisals that reflected a devaluation of the study-related tasks increased the risk for an actual delay. The risk to delay decreased when students maintained a positive attitude toward the task. Students’ general procrastination tendency did not predict individual differences in their task-specific delay behavior. We discuss these findings in light of the growing effort to understand the within-person processes that contribute to induce procrastination behavior under real-life academic conditions and illustrate how this knowledge can benefit the design of tasks and instructions that support students’ self-regulation to their best.

Policies on minimum English language requirements in UK higher education, 1989-2021

ABSTRACT English language proficiency has long been recognised as important to the academic success of non-native English-speaking international students through the setting of minimum English language requirements as a condition of entry to Anglophone universities. The present study provides a historical account of the evolution in language entry standard setting in UK higher education from 1989 to 2021 from supply side, language policy perspectives. The primary minimum language entry policies from a range of micro, meso, and macro actors are contextualised within the broader political ideologies of the time, their rationale explained, and impact on higher education described. The trend of minimum standard setting from institutional self-regulation to government intervention and scrutiny underlies the study. Broadly, three periods of policymaking are delineated: 1) 1989–98, the era of institutional autonomy within a period of small-scale overseas student participation, 2) 1999–2008, the failure of minimum standard self-regulation unleashed by the economic imperative instilled by the Labour Government’s Prime Minister Initiatives, and 3) the introduction of government regulation from 2009 in the form of the CEFR B2 minimum standard, ‘Highly Trusted Sponsor’ status, and Secure English Language Testing.

Sexual Attentional Bias in Young Adult Heterosexual Men: Attention Allocation Following Self-Regulation.

Being sexually aroused can lead to a stronger propensity to engage in sexual risk-taking and sexually coercive behaviors possibly by narrowing attentional focus toward immediate gratification rather than long-term consequences. The goal of this paper was to investigate the attentional processes implicated in sexual self-regulation failure and its moderating factors, namely having a stronger sensitivity to sexual cues (dual control model) or being less able to implement behavioral intentions (action control theory) following a first effortful task. A total of 82 young adult heterosexual men completed a Dot Probe task to assess their attentional bias toward sexual stimuli. Effortful control was manipulated using a Stroop task. Regardless of conditions, higher sexual excitability was predictive of a stronger attentional bias toward sexual cues, while higher inhibition due to threat of performance failure was predictive of a lower bias for such cues. In the experimental condition, action-oriented individuals were able to negate this attentional bias by staying more focused on the task, while state-oriented participants showed higher orientation toward the sexual cues and thus a higher bias. These results suggest that both higher-order processes, like intention implementation, and lower-order processes, like sexual inhibition and excitation systems, are the key to regulation failure.

Peer-rejected students: An analysis of their self-regulatory mechanisms

Self-regulation is an essential factor in school well-being and plays a significant role in peer rejection. The connection between peer rejection and self-regulation varies according to the type and quality of peer interaction (e.g., rejection or acceptance). The nature of interactions with peers influences different self-regulatory mechanisms; therefore, it can be assumed that there will be differences in the mechanisms of self-regulation among peer-rejected students. This study analyzes a group of peer-rejected students from the perspective of self-regulatory mechanisms. The participants consisted of 219 students deemed as peer-rejected. The respondent set was obtained from a randomly selected sample of 1,625 lower secondary students in the Czech Republic. Results based on a cluster analysis enabled the identification of five groups of peer-rejected students, each of which differed in terms of self-regulation skills, emotional regulation, self-regulatory failure, and perceived level of peer rejection. Thus, the respondents were characterized in the following five categories: “the Outsiders,” “the Misfits,” “the Overthinkers,” “the Poker Players,” and “the Trapped Despite the Odds.” Intergroup differences in terms of self-regulatory mechanisms were identified and discussed.

Prefrontal Responses during Proactive and Reactive Inhibition Are Differentially Impacted by Stress in Anorexia and Bulimia Nervosa

Binge eating is a distressing, transdiagnostic eating disorder symptom associated with impulsivity, particularly in negative mood states. Neuroimaging studies of bulimia nervosa (BN) report reduced activity in frontostriatal regions implicated in self-regulatory control, and an influential theory posits that binge eating results from self-regulation failures under stress. However, there is no direct evidence that psychological stress impairs self-regulation in binge-eating disorders, or that any such self-regulatory deficits generalize to binge eating in underweight individuals (i.e., anorexia nervosa bingeing/purging subtype; AN-BP). We therefore determined the effect of acute stress on inhibitory control in 85 women (BN, 33 women; AN-BP, 22 women; 30 control participants). Participants underwent repeated functional MRI scanning during performance of the Stop-signal anticipation task, a validated measure of proactive (i.e., anticipation of stopping) and reactive (outright stopping) inhibition. Neural and behavioral responses to induced stress and a control task were evaluated on 2 consecutive days. Women with BN had reduced proactive inhibition, while prefrontal responses were increased in both AN-BP and BN. Reactive inhibition was neurally and behaviorally intact in both diagnostic groups. Both AN-BP and BN groups showed distinct stress-induced changes in inferior and superior frontal activity during both proactive and reactive inhibition. However, task performance was unaffected by stress. These results offer novel evidence of reduced proactive inhibition in BN, yet inhibitory control deficits did not generalize to AN-BP. Our findings identify intriguing alterations of stress responses and inhibitory function associated with binge eating, but they counsel against stress-induced failures of inhibitory control as a comprehensive explanation for loss-of-control eating.SIGNIFICANCE STATEMENT Binge eating is a common psychiatric syndrome that feels uncontrollable to the sufferer. Theoretically, it has been related to reduced self-regulation under stress, but there remains no direct evidence for this link in binge-eating disorders. Here, we examined how experimentally induced stress affected response inhibition in control participants and women with anorexia nervosa and bulimia nervosa. Participants underwent repeated brain scanning under stressful and neutral conditions. Although patient groups had intact action cancellation, the slowing of motor responses was impaired in bulimia nervosa, even when the likelihood of having to stop increased. Stress altered brain responses for both forms of inhibition in both groups, yet performance remained unimpaired. These findings counsel against a simple model of stress-induced disinhibition as an adequate explanation for binge eating.

Self-Regulation Failure? The Influence Mechanism of Leader Reward Omission on Employee Deviant Behavior.

Contingent reinforcement behavior is generally regarded as one of the key elements of being a “good” leader, yet the question of what happens when this behavior is absent has received little attention in past empirical research. Drawing upon self-regulation theory, we develop and test a model that specifies the effects of leader reward omission on employes’ deviant behavior. Using the data of 230 workers from two manufacturing companies located in South China collected across three time points, we find that leader reward omission is positively associated with deviant behavior. Moreover, the indirect effects of leader reward omission on employes’ deviant behavior are mediated by moral disengagement. Our study also reveals that Machiavellianism can aggravate the positive effect of leader reward omission on moral disengagement, and subsequently exacerbate the indirect effect on employes’ deviant behavior. Taken together, our findings reveal the consequences of leader reward omission, and the importance of examining subordinate self-regulation under the lack of positive reinforcement.

Self-control and need satisfaction in primetime: Television, social media, and friends can enhance regulatory resources via perceived autonomy and competence.

The relationship between self-control and media use is complicated. Loss of self-control capacity has been linked to generally higher levels of media use, which might represent self-regulatory failure, but could also be attempts at replenishing self-control. Indeed, self-determination theory proposes that satisfying intrinsic psychological needs (autonomy, competence, and relatedness), for example via media use, aids the recovery of self-control. In this 2-wave survey (N = 395), we examined the interplay of users’ self-control capacity and their perceived satisfaction of autonomy, competence, and relatedness needs via media use and alternative leisure activities. Satisfaction of intrinsic needs during leisure activities increased self-control capacity at the end of the evening. Feelings of autonomy and competence during TV and social media use, and competence during socializing, positively contributed to greater self-control. However, respondents with less self-control capacity before primetime experienced less intrinsic need satisfaction while engaged with TV, social media, reading, sports, and socializing, diminishing self-control at bedtime. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Academic procrastination in college students: The role of self-leadership

Procrastination has been recognized as the quintessence of self-regulatory failure. Self-leadership strategies operate within the broader theoretical context of self-regulation and represent a complementary set of strategies designed to improve the self-regulation process. This study is the first to investigate the association between self-leadership with academic procrastination in a sample of 533 Chinese college students. We included the three primary self-leadership strategies in multiple regression models as well as various demographic variables, self-efficacy, trait anxiety, neuroticism, and conscientiousness. All the three primary self-leadership strategies of behavior-focused strategies, natural reward strategies, and constructive thought pattern strategies significantly predicted the students' academic procrastination, in addition to increased neuroticism and lower conscientiousness. Further, the multivariate regression showed that the self-leadership sub-strategies of self-reward, self-goal setting, self-talk, task-based natural rewards, and task-relation-based observation significantly predicted the students' academic procrastination. The findings of this study suggest that practicing relative self-leadership strategies may reduce students' procrastination.

Why Do We Need Media Multitasking? A Self-Regulatory Perspective.

In the digital world of today, multitasking with media is inevitable. Research shows, for instance, that American youths spend on average 7.5 h every day with media, and 29% of that time is spent processing different forms of media simultaneously (Uncapher et al., 2017). Despite numerous studies, however, there is no consensus on whether media multitasking is effective or not. In the current paper, we review existing literature and propose that in order to ascertain whether media multitasking is effective, it is important to determine (1) which goal/s are used as a reference point (e.g., acquiring new knowledge, obtaining the highest number of points in a task, being active on social media); (2) whether a person's intentions and subjective feelings or objective performance are considered (e.g., simultaneous media use might feel productive, yet objective performance might deteriorate); and finally (3) whether the short- or long-term consequences of media multitasking are considered (e.g., media multitasking might help attain one's present goals yet be conducive to a cognitive strategy that leads to lesser attentional shielding of goals). Depending on these differentiations, media multitasking can be seen as both a strategic behavior undertaken to accomplish one's goals and as a self-regulatory failure. The article integrates various findings from the areas of cognitive psychology, psychology of motivation, and human-computer interaction.

Enhanced neural responses in specific phases of reward processing in individuals with Internet gaming disorder.

Background and aimsInternet gaming disorder (IGD) has become a global health problem. The self-regulation model noted that a shift to reward system, whether due to overwhelming reward-seeking or impaired control, can lead to self-regulation failures, e.g., addiction. The present study focused on the reward processing of IGD, aiming to provide insights into the etiology of IGD. Reward processing includes three phases: reward anticipation, outcome monitoring and choice evaluation. However, it is not clear which phases of reward processing are different between individuals with IGD and healthy controls (HC).MethodsTo address this issue, the present study asked 27 individuals with IGD and 26 HC to complete a roulette task during a functional MRI scan.ResultsCompared with HC, individuals with IGD preferred to take risks in pursuit of high rewards behaviorally and showed exaggerated brain activity in the striatum (nucleus accumbens and caudate) during the reward anticipation and outcome monitoring but not during the choice evaluation.DiscussionThese results reveal that the oversensitivity of the reward system to potential and positive rewards in college students with IGD drives them to approach risky options more frequently although they are able to assess the risk values of options and the correctness of decisions properly as HC do.ConclusionsThese findings provide partial support for the application of the self-regulation model to the IGD population. Moreover, this study enriches this model from the perspective of three phases of reward processing and provides specific targets for future research regarding effective treatment of IGD.

The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: Insights from two diary studies

Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, fitting motivational regulation strategies with the current motivational problem can also have beneficial effects on academic procrastination. As both academic procrastination and motivational regulation can be conceptualized as over time fluctuating and situation-specific behaviors, not only trait, but also state fractions of these constructs have to be considered. To elucidate the interrelations between academic procrastinatory behavior and motivational regulation, we therefore examined trait use, state use, trait fit, and state fit of motivational regulation strategies. To test their relevance for academic procrastinatory behavior, we conducted two longitudinal and situation-specific diary studies with 128 and 218 university students. Results of growth curve modeling indicate that academic procrastinatory behavior varies between persons, declines during exam preparation, and can be reduced by using well-fitting motivational regulation strategies. Specifically, both trait and state strategy fit were negatively associated with academic procrastinatory behavior, while mere strategy use was not.

The Digital Marshmallow Test (DMT) Diagnostic and Monitoring Mobile Health App for Impulsive Behavior: Development and Validation Study.

BackgroundThe classic Marshmallow Test, where children were offered a choice between one small but immediate reward (eg, one marshmallow) or a larger reward (eg, two marshmallows) if they waited for a period of time, instigated a wealth of research on the relationships among impulsive responding, self-regulation, and clinical and life outcomes. Impulsivity is a hallmark feature of self-regulation failures that lead to poor health decisions and outcomes, making understanding and treating impulsivity one of the most important constructs to tackle in building a culture of health. Despite a large literature base, impulsivity measurement remains difficult due to the multidimensional nature of the construct and limited methods of assessment in daily life. Mobile devices and the rise of mobile health (mHealth) have changed our ability to assess and intervene with individuals remotely, providing an avenue for ambulatory diagnostic testing and interventions. Longitudinal studies with mobile devices can further help to understand impulsive behaviors and variation in state impulsivity in daily life.ObjectiveThe aim of this study was to develop and validate an impulsivity mHealth diagnostics and monitoring app called Digital Marshmallow Test (DMT) using both the Apple and Android platforms for widespread dissemination to researchers, clinicians, and the general public.MethodsThe DMT app was developed using Apple’s ResearchKit (iOS) and Android’s ResearchStack open source frameworks for developing health research study apps. The DMT app consists of three main modules: self-report, ecological momentary assessment, and active behavioral and cognitive tasks. We conducted a study with a 21-day assessment period (N=116 participants) to validate the novel measures of the DMT app.ResultsWe used a semantic differential scale to develop self-report trait and momentary state measures of impulsivity as part of the DMT app. We identified three state factors (inefficient, thrill seeking, and intentional) that correlated highly with established measures of impulsivity. We further leveraged momentary semantic differential questions to examine intraindividual variability, the effect of daily life, and the contextual effect of mood on state impulsivity and daily impulsive behaviors. Our results indicated validation of the self-report sematic differential and related results, and of the mobile behavioral tasks, including the Balloon Analogue Risk Task and Go-No-Go task, with relatively low validity of the mobile Delay Discounting task. We discuss the design implications of these results to mHealth research.ConclusionsThis study demonstrates the potential for assessing different facets of trait and state impulsivity during everyday life and in clinical settings using the DMT mobile app. The DMT app can be further used to enhance our understanding of the individual facets that underlie impulsive behaviors, as well as providing a promising avenue for digital interventions.Trial RegistrationClinicalTrials.gov NCT03006653; https://www.clinicaltrials.gov/ct2/show/NCT03006653

Self-regulation failure as a moderator of the pops–work outcomes relationships

PurposeDrawing upon cognitive control theory, we examine the effects of self-regulation failure (SRF) on the relationships between perceptions of organizational politics (POPs) and tension, exhaustion, satisfaction, work effort, perceived resource availability and performance/contribution.Design/methodology/approachWe test hypotheses across three unique studies (Study 1: 310 employees from various occupations; Study 2: 124 administrative/support employees; Study 3: 271 Chinese hotel managers) using hierarchical moderated regression analyses.FindingsAcross studies, results suggest that POPs had a minimal impact on work attitudes, behaviors and health-related outcomes when SRF was low. However, employees experiencing high SRF reported adverse consequences in high POPS settings.Research limitations/implicationsThese studies relied on self-report data. However, we implemented design features to mitigate potential concerns and analytic techniques to determine method effects. This paper contributed to the POPs literature by explaining how SRF and POPs interact to impact meaningful work outcomes.Practical implicationsLeaders should receive training to help them identify and address indicators of SRF. Leaders can also implement intervention programs to help calm employees who experience SRF.Social implicationsLeaders should receive training to help them identify and address indicators of SRF. Leaders can also implement programs to help assist employees who demonstrate adverse effects from SRF.Originality/valueThis paper integrates the research on SRF and politics to examine the collective impact these variables have on workers. Our three-study package also addresses the call for more studies to examine how politics operate across cultures.

Influencia del perfil de procrastinación activa en el rendimiento académico del alumnado de Ciencias de la Educación

INTRODUCCIÓN. La procrastinación pasiva es la tendencia a demorar la culminación de tareas o decisiones por un fallo de autorregulación. En el ámbito académico esta conducta se asocia al bajo rendimiento. En los últimos años se ha identificado un constructo diferente, la procrastinación activa, que implica la capacidad de retrasar las tareas de forma intencionada para realizarlas con más eficacia. Los objetivos de este estudio son: a) analizar los perfiles de postergación activa que presenta el alumnado de Ciencias de la Educación y b) examinar sus diferencias según género y rendimiento académico. MÉTODO. En la investigación participaron 330 estudiantes universitarios. Para obtener los perfiles del constructo se aplicó la Nueva Escala de Procrastinación Activa (New Active Procrastination Scale). Se realizó un análisis jerárquico de clúster con los factores de la escala, un análisis chi-cuadrado cruzando los clústeres y el género y un análisis univariante de varianzas ANOVA con el rendimiento académico. RESULTADOS. Los resultados mostraron que: a) existían cuatro perfiles entre el alumnado, denominados procrastinación activa, procrastinación pasiva, procrastinación activa moderada y no procrastinación; b) las mujeres presentaban un perfil no procrastinador en mayor medida que los hombres; c) el alumnado con procrastinación activa y no procrastinador presentaban un rendimiento académico significativamente superior al rendimiento del alumnado con un perfil de dilación pasiva. DISCUSIÓN. De acuerdo con el constructo analizado, el alumnado que presenta procrastinación activa tiene la capacidad de retrasar sus tareas académicas para conseguir un mayor rendimiento, está habituado a trabajar bajo presión y a gestionar el tiempo de trabajo. Por el contrario, quienes presentan una demora pasiva han de ser objeto de programas de intervención en la universidad con el fin de que aprendan a organizarse en sus estudios y superar sus fallos de autorregulación.

Exercise Identity, Self-Regulatory Efficacy, and Self-Compassion Prepared for Psychological Studies

Individuals may struggle to engage in regular physical activity because of self-regulatory failure and a lack of an exercise identity. One promising mechanism that has the potential to improve self-regulation of exercise is self-compassion. The purpose of this study was to test the relationship between self-compassion, self-regulation of exercise, and exercise identity. Participants included 1043 adults from across the USA (59.10% female; 40.30% male). Participants completed the self-compassion scale, exercise self-regulatory efficacy, and the exercise identity scale. Males reported significantly greater exercise identity (M =41.66, SD = 13.83) than females (M = 36.39, SD = 14.94). There was not a significant difference between gender for self-compassion (p = .07). Furthermore, males reported significantly greater exercise self-regulatory efficacy across all categories when compared to females. There was a statistically significant correlation between all outcome variables. Finally, a linear regression was used to determine the predictive value of exercise self-regulation and self-efficacy in predicting exercise identity in males and females. The variables accounted for 28% of the variance in exercise identity in males and 27% of the variance in females. The results contribute to the concept that how an individual relates to themselves (e.g., self-compassion) may promote domain-specific (e.g., exercise) efficacy and identity.

Daily illness appraisal and collaboration in couples with type 1 diabetes.

Dyadic coping theories posit that spousal involvement may benefit illness management through collaborative and supportive (C&S) strategies and shared illness appraisals. Illness appraisals have only been examined as individual differences rather than fluctuating daily as individuals manage the difficult Type 1 diabetes regimen. The study examined how daily illness appraisals of individuals with Type 1 diabetes and their spouses were linked to spouses' daily C&S strategies and whether C&S strategies were most beneficial for daily diabetes outcomes when they occurred in the context of shared illness appraisals. Couples (N = 199) in which one person had Type 1 diabetes (M age patients = 46.81; 52.3% female; spouses = 46.40, 47.5% female) completed a 14-day diary assessing illness appraisals (ranging from nonshared through shared) and spouses' C&S strategies. Patients reported daily self-regulation failures, self-care behaviors, and perceived coping effectiveness. Daily blood glucose was gathered from glucometers. Multilevel models indicated both within-person and between-person effects of patients' and spouses' illness appraisals on C&S strategies with higher shared illness appraisals associated with greater C&S strategies. Greater shared illness appraisals were associated with fewer self-regulation failures and better self-care. C&S strategies were associated with lower self-care and higher blood glucose levels. Appraisal interacted with C&S strategies such that C&S strategies were associated with more self-regulation failures, lower self-care, and lower perceived coping effectiveness when patients reported lower shared appraisals. Results suggest that C&S strategies may be more detrimental for diabetes management when individuals view diabetes as less shared. (PsycInfo Database Record (c) 2020 APA, all rights reserved).