Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation. | Coursehero Solutions

Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.

The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For aIDitional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

FMG Video

Click the following link to view a video purchased through Films Media Group for use in this Capella course. Any distribution of video content or associated links is prohibited.

• Teenage Girls: Body Image | Transcript

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.

• Boer, D., & Fischer, R. (2013). How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages. Psychological Bulletin, 139(5), 1113–1147.
• Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701.
• Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proc Natl Acad Sci U S A, 108(36), 14998–15003.
• Crabb, P. B. (2003). Technology and self-regulation: The case of alarm clock use. Social Behavior and Personality, 31(4), 343–348.
• Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16(4), 171–184.
• Kaufman, G. F., & Libby, L. K. (2012). Changing beliefs and behavior through experience-taking. Journal of Personality and Social Psychology, 103(1), 1–19.
• Kim, J., & Roselyn Lee, J. (2011). The Facebook paths to happiness: Effects of the number of Facebook friends and self-presentation on subjective well-being. Cyberpsychology, Behavior, and Social Networking, 14(6), 359–364.
• Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 141(1), 43–48.
• Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011). ‘Willpower’ over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience, 6(2), 252–256.
• Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696.
• Radovic, S., & Hasking, P. (2013). The relationship between portrayals of nonsuicidal self-injury, attitudes, knowledge, and behavior. Crisis, 34(5), 324–334.
• Rivis, A., & Sheeran, P. (2013). Automatic risk behavior: Direct effects of binge drinker stereotypes on drinking behavior. Health Psychology, 32(5), 571–580.
• Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57(2), 358–367.
• Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007). New developments in the field of self-regulated learning. Zeitschrift Für Psychologie/Journal of Psychology, 215(3), 153–156.
• Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132–144.
• Vogel, D. L., Heimerdinger-Edwards, S. R., Hammer, J. H., & Hubbard, A. (2011). “Boys don’t cry”: Examination of the links between endorsement of masculine norms, self-stigma, and help-seeking attitudes for men from diverse backgrounds. Journal of Counseling Psychology, 58(3), 368–382.