PSYC FPX 3520 Assessment 2 Self Regulation

Student Name

Capella University

PSYC FPX 3520 Introduction to Social Psychology

Prof. Name:

Date

Introduction

Case Study

Susan is a single mother with aspirations of eventually obtaining a Master’s or possibly a PhD in addiction therapy. As the sole provider for her two young children, she feels that her current job lacks future prospects and does not offer any opportunities for career advancement.

Currently, Susan is pursuing an undergraduate degree in psychology through an online university. At first, she took great pride in the assignments she submitted and often went above and beyond in her study schedule. She also sought ways to enhance her personal determination to learn more about potential careers in psychology that would require an advanced degree. In the early stages of her studies, she paid close attention to reading and following the instructions for each assignment and discussion, while also considering any feedback from her instructors. However, Susan soon realized how much time she was missing with her children, friends, and personal leisure. She recognized that she could reduce the time spent on her studies by writing her papers and discussions more quickly, without conducting thorough research. Susan was not concerned about losing points for not citing her sources, as she considered herself a fast thinker. She viewed this as a means to be more present in her children’s lives and her personal life.

In Susan’s perspective, she never intended to become a highly sought-after addiction therapist and believes that her future clients will not be concerned about her GPA. Ultimately, her primary goal is to earn a degree that will enable her to secure a job, pay her bills, and improve her quality of life.

This case study exemplifies the social psychology theory of self-regulation, which is defined as a form of “self-control” where individuals manage their own responses, behaviors, thoughts, and feelings (Baumeister & Bushman, 2017). An individual’s success or failure is contingent upon their self-regulation and their ability to exercise self-control in managing their responses and behaviors (Baumeister & Bushman, 2017).

Research Support

Research Summary

To achieve the best possible outcomes, individuals must possess the ability to self-regulate their thoughts and actions. According to Critcher and Ferguson (2016), most students expect to gain special recognition from formal education but are often unwilling to hold themselves to high academic standards. Their research indicates that self-regulation involves engaging in actions that may be unenjoyable yet hold significant merit (Critcher & Ferguson, 2016). Their research methodology focuses on four objectives: first, whether the implied value can predict self-regulatory success; second, if the implied value carries strength; third, if the interpretation of the implied value can be understood; and fourth, if the implied value is contingent upon the individual (Critcher & Ferguson, 2016).

Singh and Sharma (2018) assert that individuals have the capacity to modify and adapt their behaviors to achieve personal goals. They argue that effective self-regulatory strategies can enhance both physical and psychological well-being (Singh & Sharma, 2018). When individuals experience psychological distress, they are often compelled to self-regulate (Singh & Sharma, 2018). Their study explores the extent of an individual’s self-regulation and its potential connection to psychological well-being (Singh & Sharma, 2018).

Research Interpretation

Both research articles aim to deepen the understanding of self-regulation’s implications for personal success and psychological well-being. Critcher and Ferguson (2016) concluded that the factors and values associated with a behavior can influence self-regulatory persistence and an individual’s ultimate achievement. Singh and Sharma (2018) found that psychological well-being is linked to self-acceptance and effective self-regulation skills while disregarding negative emotions.

Application of Self-Regulation with Relations to the Case Study

In Susan’s situation, she believed that her only option was to lower her academic standards to spend more time with her family and friends. Initially, Susan had the ability to self-regulate and create a manageable schedule to complete her schoolwork while being present for her loved ones. However, she has now opted to lower her academic standards and is ineffectively self-regulating her behavior. This unproductive form of self-regulation could ultimately jeopardize Susan’s chances of securing a job that may scrutinize her low GPA.

Although Susan would earn her degree, many employers consider the level of academic performance an individual maintains after graduation. Adopting a mindset of completing tasks without taking pride in her work indicates that Susan has lost the ability to positively self-regulate her thoughts and behaviors.

Ethical Reasoning Application

Ethical Concept

Incrementalism refers to the unethical practice of taking seemingly minor shortcuts that can lead to more significant unethical decisions (The University of Texas at Austin, n.d.).

The shortcuts that individuals may take can lead them to believe that cutting corners is the only way to achieve their goals.

Supportive Evidence

Susan is demonstrating incrementalism by believing that disregarding her GPA will not negatively impact her future aspirations. Unbeknownst to her, she is setting herself up for potential failure and may be inclined to make other unethical decisions regarding her career. Once Susan embarks on this detrimental self-regulatory path, it may become challenging for her to reverse course, making it difficult to convince future employers of her capability to perform the required work.

Critical Thinking Application

Critical Thinking Issue

Egocentric thinking refers to an individual’s inability to consider alternative perspectives on a situation. This type of thinking involves self-serving thoughts aimed at fulfilling personal desires in a selfish manner (Paul & Elder, 2002). Additionally, individuals who genuinely believe their choices are correct often lack sufficient evidence to support their reasoning (Paul & Elder, 2002). According to Kravčenko and Šeibokaitė (2018), when adults experience emotions such as joy and anxiety, these feelings can manifest and influence egocentric thinking. While egocentric thinking is most commonly observed in children, adults who exhibit this form of critical thinking may not have fully matured and struggle to manage their own attitudes (Kravčenko & Šeibokaitė, 2018).

Supportive Evidence

Susan is exemplifying egocentric thinking by allowing her belief that no one will question or care about her GPA to dictate her decisions without adequate evidence. Her self-centered choices are likely to impact her future career options and her ability to provide reliable therapy. Furthermore, Susan is currently focused solely on her own interests and is opting for the easier path, failing to consider the example she is setting for her children and future clients.

References

Baumeister, R. F., & Bushman, B. J. (2017). Social psychology and human nature, comprehensive edition. [Capella]. Retrieved from https://capella.vitalsource.com/#/books/9781337467841/

Critcher, C. R., & Ferguson, M. J. (2016). ‘Whether I like it or not, it’s important’: Implicit importance of means predicts self-regulatory persistence and success. Journal of Personality and Social Psychology, 110(6), 818–839. https://doi-org.library.capella.edu/10.1037/pspa0000053.supp (Supplemental)

Kravčenko, K., & Šeibokaitė, L. (2018). The effect of joy and anxiety on egocentric decisions among young adults. International Journal of Psychology: A Biopsychosocial Approach, (22), 55–68. https://doi-org.library.capella.edu/10.7220/2345-024X.22.3

Paul, R. W., & Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and personal life. Upper Saddle River, NJ: Financial Times Prentice Hall.

Singh, S., & Sharma, N. R. (2018). Self-regulation as a correlate of psychological well-being. Indian Journal of Health & Wellbeing, 9(3), 441–444. Retrieved from http://search.ebscohost.com.library.capella.edu/login.aspx?direct=true&db=aph&AN=129285052&site=ehost-live&scope=site