The Influence Of Construal Level And Autonomous-Controlled Motivation On College Students’ Self-control

In today’s era,people’s way of thinking and interests change with the development of science and technology and the changes of the times.People increasingly hope that their needs can be met immediately,and hate boring things at the same time.However,valuable goals often cannot be achieved immediately.Before reaching the goals,we need to resist temptation and overcome difficulties through self-control.The interpretive level theory interprets self-control from the perspective of cognition,and believes that self-control is that individuals dominate their own behavior through the overall high level of interpretation rather than the local low level of interpretation.Self-determinism predicts the effect of self-control through the degree of motivation autonomy,and believes that autonomous motivation(high motivation autonomy)can improve self-control compared with controlled motivation(low motivation autonomy).The level of interpretation includes two dimensions: the level of trait interpretation and the level of state interpretation.The level of trait interpretation is a relatively stable personality trait,which usually does not change due to experimental stimulation.Questionnaire is the most common and effective way to measure the level of trait interpretation.The level of state interpretation reflects the thinking and representation state of individuals at a certain time,which can be changed by experimental stimulation.Autonomy-controlled motivation and self-control also have the above characteristics,which can be measured by questionnaires and manipulated by experiments.Therefore,this study takes college students as the object of investigation,uses questionnaire and experimental methods to collect data,and through three sub-studies to explore the influence of interpretation level and autonomous-controlled motivation on self-control step by step.The purpose is to provide guidance and direction for improving college students’ self-control from the perspective of interpretation level and autonomous-controlled motivation.In this study,450 college students’ self-control status was investigated by using behavior recognition item test,learning motivation scale and self-control scale,and the relationship between trait explanatory level and self-control ability was explored,learning motivation autonomy,and self-control,and to verify the intermediary role of learning motivation autonomy between interpretation level and self-control.Secondly,because different researchers have different conclusions about the influence of the level of interpretation on self-control,the single-factor experimental design(high level of interpretation vs low level of interpretation)was used to verify the influence of the level of state interpretation on self-control.Finally,considering that the individual’s self-control level and motivation autonomy may affect the experimental results,on the basis of the second study,we added trait self-control as the control variable,and autonomous-controlled motivation as the independent variable,and adopted 2(high interpretation level vs low interpretation level)× 2(Self-active machine vs controlled motivation)two-factor mixed experimental design to explore the effects of interpretation level and motivation type on self-control,and the interaction between the two on self-control.The exploration of the above problems can deepen the understanding of the process of self-control and the factors that affect self-control theoretically.In practice,it provides the reference of self-control strategies for individuals and the reference of intervention self-control for educators.The results of this study are as follows:(1)The average score of college students’ self-control is 3.07,and the overall level of self-control ability is above the middle.There is no significant difference in the self-control ability of college students in terms of gender,education background,major and grade,indicating that there is little relationship between the self-control ability of college students and gender,education background,major and grade.(2)The level of explanation,motivation autonomy and self-control are significantly positively correlated,that is,the higher the level of explanation,the higher the motivation autonomy,and the stronger the self-control.The level of college students’ interpretation can significantly positively predict their self-control ability,and the mediating effect of motivation autonomy in the influence of college students’ interpretation level on self-control is significant,indicating that college students’ interpretation level can significantly affect their self-control ability,and motivation autonomy plays a mediating role in it.(4)The correct times of the Stroop task keys in the high level of interpretation group were significantly higher than that in the low level of interpretation group,and there was no significant difference in the response time between the two groups,indicating that the thinking mode of the high level of interpretation was more conducive to self-control than that of the low level of interpretation.(5)The correct times of the Stroop task keys of the students in the self-active group were significantly higher than those in the low-interpretation group.At the same time,there was no significant difference in the response speed between the two groups,that is,autonomous motivation promoted self-control more than controlled motivation.(6)The interaction between the interpretation level and the autonomous-controlled motivation is not significant,that is,there is no significant difference between the effect of the manipulation of the interpretation level on the autonomous unit and the controlled unit.This study draws the following conclusions:(1)The higher the level of college students’ interpretation,the stronger the autonomy of learning motivation and the better their self-control.The level of interpretation positively affects self-control through the autonomy of learning motivation.(2)The mode of thinking with high level of interpretation is more conducive to self-control than that with low level of interpretation,and the self-active machine is more conducive to self-control than that with controlled motivation.There is no significant difference in the impact of the manipulation of the level of interpretation on the self-active unit and the controlled unit.