Bursting balloons - comparison of risk taking between extreme sports, esports, and the general public

Arguably, extreme sports athletes exhibit a more significant risk appetite than the general public. Are standard behavioral risk measures able to capture this? To answer this question, we assessed self-reports of risk taking and measured the risk-taking behavior of samples of snowboarders and climbers. Two groups of non-athletes, university students and crowdworkers, and athletes of a sport that does not include the potential of grave injury or death, esports athletes, serve as control conditions and complement our study. Across these five different groups, 1313 participants performed an online version of the Balloon Analogue Risk Task (BART) and gave self-reports of general willingness to take risks and sports-specific risk taking. Extreme sports athletes exhibited greater risk taking in the BART than non-athletes and esports athletes. Furthermore, BART-performance predicted sports-specific risk taking and its affective consequences. Our results speak to the BART’s ecological validity and the unique role of physical consequences on risk-taking behavior

Boredom Proneness Predicts Self-Assessed Decision Errors in Sports but Is Unrelated to Risk Taking in General.

Introduction: Boredom proneness is linked to poor self-regulation, leading to poor decision making and/or increased risk taking. These links have not yet been investigated in the domain of sports and exercise. However, poor decisions or excessive risk behavior would be highly detrimental to sporting performance and, in some cases, even cause physical harm. Here, we address this gap by assessing if boredom proneness is linked to general risk taking, sport-specific risk taking, and to regrets about sports-specific decision errors with respect to acting too risky or too passively. Methods: N = 936 athletes (27.6 ± 9.0 years, 89.6% men): n = 330 Climbers (31.8 ± 10.7 years, 82.4% men), n = 83 Snowboarders (29.9 ± 8.3 years, 79.5% men), and n = 523 Esports athletes (24.6 ± 6.3 years, 95.8% men) completed the Short Boredom Proneness Scale (SBPS), along with measures for objective risk taking (Balloon Analogue Risk Task; BART), subjective risk taking (general willingness to take risks), as well as assessments for sport-specific risk taking and regrets for sports-specific decision errors (taking too many risks, failing to act at all). In the two extreme sports samples (i.e., climbers and snowboarders), we additionally assessed self-selected outcome certainty in a hypothetical sports-specific scenario where an error would result in physical harm. Results: A series of multiple regression analyses revealed that boredom proneness was unrelated to objective and subjective general risk taking, but a significant predictor of sport-specific risk taking and higher risk taking in the sports scenario (climbers and snowboarders only). Most importantly, boredom proneness predicted regrets for taking too many risks and being too passive. Exploratory post-hoc analyses further indicated that boredom proneness in extreme sports athletes was lower than in esports athletes. Higher boredom proneness was significantly related to lower skill levels across all kinds of sport. Discussion: Across three athlete samples, boredom proneness was unrelated to general risk taking but significantly related to poorer decision making, as indicated by regrets about acting too risky and too passively, as well as demanding a significantly lower safety threshold to make a risky sports-specific choice. While at odds with the often-reported link between boredom proneness and risk taking, these results are consistent with the conceptualization of boredom proneness as a maladaptive self-regulatory disposition that leads to noisy decision making in sports. In addition, we provide preliminary evidence that boredom proneness covaries with self-selection into specific types of sports and might also stand in the way of skill acquisition in sports

Getting trapped in a dead end? Trait self-control and boredom are linked to goal adjustment.

Disengaging from unattainable goals and reengaging in alternative goals is essential for effective goal pursuit; yet, surprisingly little is known about associated personality factors. Here, we focused on individual differences in self-control (domain-general self-control, if-then planning) and boredom (boredom proneness, boredom avoidance and escape tendencies). Concerning goal adjustment in everyday life (Study 1; N = 323 crowdworkers), if-then planning was associated with worse disengagement and better reengagement. While boredom proneness was associated with poorer reengagement, boredom avoidance and escape tendencies were associated with better reengagement. When goal striving was thwarted during the COVID-19 pandemic (Study 2; N = 97 students), similar associations emerged along with links to anxiety and depression. However, disengagement was no longer associated with if-then planning but instead with better self-control and higher boredom proneness. These results show differential relationships of goal disengagement and reengagement with self-control and boredom, paving the way to a better understanding of who struggles or shines when effective goal adjustment is required

Boredom is the root of all evil-or is it? A psychometric network approach to individual differences in behavioural responses to boredom.

Functional accounts of boredom propose that boredom serves as an impartial signal to change something about the current situation, which should give rise to adaptive and maladaptive behaviour alike. This seemingly contrasts with research on boredom proneness, which has overwhelmingly shown associations with maladaptive behaviour. To shed light on this discrepancy, we disentangled boredom proneness from individual differences in (i) the urge to avoid and escape boredom and (ii) adaptive and maladaptive ways of dealing with boredom by developing corresponding trait scales. In a study with N = 636 participants, psychometric network modelling revealed tight associations between boredom proneness and less adaptive and (especially) more maladaptive ways of dealing with boredom. However, its associations with the urge to avoid and escape boredom were rather weak. Importantly, a higher urge to avoid and escape boredom was linked not only to more maladaptive but also to more adaptive ways of dealing with boredom. This pattern of results was robust across various specific behaviours that have previously been linked to boredom. Our findings provide novel evidence for functional accounts of boredom from an individual difference perspective, cautioning against a shallow view of boredom as being associated with purely maladaptive behaviour

If-then plans help regulate automatic peer influence on impulse buying

This study aims to take a dual-process perspective and argues that peer influence on increasing impulse buying may also operate automatically. If-then plans, which can automate action control, may, thus, help regulate peer influence. This research extends existing literature explicating the deliberate influence of social norms. Study 1 (N = 120) obtained causal evidence that forming an implementation intention (i.e. an if-then plan designed to automate action control) reduces peer impact on impulse buying in a laboratory experiment with young adults (students) selecting food items. Study 2 (N = 686) obtained correlational evidence for the role of norms, automaticity and implementation intentions in impulse buying using a large sample of high-school adolescents working on a vignette about clothes-shopping. If-then plans reduced impulse purchases in the laboratory (Study 1). Both reported deliberation on peer norms and the reported automaticity of shopping with peers predicted impulse buying but an implementation intention to be thriftily reduced these links (Study 2). This research highlights the role of automatic social processes in problematic consumer behaviour. Promising field studies and neuropsychological experiments are discussed. Young consumers can gain control over automatic peer influence by using if-then plans, thereby reducing impulse buying. This research helps understand new precursors of impulse buying in understudied European samples of young consumers

Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M)

Understanding the structure, antecedents, and outcomes of students’ emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire—Mathematics (AEQ-M), a self-report instrument assessing students’ mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students’ motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5–10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics

Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators

Background: This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). Aims: We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. Sample: The study comprised 50 eighth graders. Methods: Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. Results: Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. Conclusions: Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed

Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions

Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1) and 11 (Time 2) were used to test this hypothesis (N = 535; mean age at Time 1: 16.7 years, SD = 0.6). Student-perceived relationship quality and students’ emotions were assessed in the academic domains of mathematics, German, English, and French. In line with our hypothesis, cross-lagged panel models showed reciprocal associations: Higher relationship quality was associated with stronger positive emotions and weaker negative emotions over time. In turn, lower negative emotions and higher positive emotions were associated with higher relationship quality. The association between initial emotions and student-teacher relationship quality one year later was stronger than the reverse association. Further, the links between relationship quality and emotions were largely equivalent across school domains but differed in strength across emotions. Implications for future research and educational practice are discussed

Downregulation of Anger by Mental Contrasting With Implementation Intentions (MCII)

As anger can lead to aggressive behavior aiming at intentionally hurting somebody, the prevention of its destructive consequences with effective emotion regulation strategies is crucial. Two studies tested the idea that mental contrasting with implementation intentions (MCII) interventions would be effective in down-regulating anger. In Study 1, participants who adopted the self-regulation strategy of MCII showed significantly less anger-related negative affect after the anger induction than participants in a control condition, with positive affect staying unaffected. Results from a second study with a control condition plus three self-regulation conditions – a reappraisal, a MCII, and a reappraisal + MCII condition – suggest that participants using MCII were effective in down-regulating anger, irrespective of whether it was supplemented by reappraisal or not. The present research contributes to emotion regulation research by introducing MCII as an effective strategy that can be tailored to satisfy individual emotion regulation demands, such as dealing with experienced anger