The Experience of Succeeding and Failing at Self-Control: A Qualitative Analysis

Despite the importance of emotions for learning and performance of future behaviors, few studies have attempted to qualitatively describe emotions that arise in response to self-control successes and failures. This study is the first qualitative analysis to examine the complexity of goals that give...

Full description

Saved in:
Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 774059
Main Authors Andrade, Fernanda C, Hoyle, Rick H
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 06.04.2022
Subjects
Online AccessGet full text

Cover

Loading…
More Information
Summary:Despite the importance of emotions for learning and performance of future behaviors, few studies have attempted to qualitatively describe emotions that arise in response to self-control successes and failures. This study is the first qualitative analysis to examine the complexity of goals that give rise to self-control challenges of two types-initiation and inhibition-and the emotions that follow success and failure experiences. Thematic analysis revealed a sometimes blurred line between inhibition and initiation, and a variety of goals that challenge views that successful self-control is good and unsuccessful self-control is bad. Descriptions of self-control challenges and resulting experiences further uncovered distinctions and apparent emotional profiles characteristic of self-control dilemmas involving inhibition or initiation, suggesting that these two forms of self-control are not only theoretically but also experientially distinct.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Reviewed by: Rebecca Totton, Amherst College, United States; Alysson E. Light, University of the Sciences, United States
Edited by: Kimberly Rios, Ohio University, United States
This article was submitted to Personality and Social Psychology, a section of the journal Frontiers in Psychology
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.774059