The relationship between individual differences in construal level and selfcontrol, including procrastination was investigated by examining the following hypotheses. 1) People with high level of construal would procrastinate less when learning a task than those with low level of construal; and 2) theories of intelligence would moderate the effect of construal level on procrastination. These hypotheses were tested by using survey data. Results indicated that people with a low construal level procrastinated more. Results also indicated the moderating role of intelligence theories on the relationship between Behavior Identification Form (BIF) score and procrastination. This study is expected to expand our understanding of construal level theory and individual differences. The findings are also expected to clarify the relationship between construal level and procrastination.
Both a lack of social support and psychopathy show a positive association with aggressive behavior. This study investigated whether a perceived lack of family support and psychopathy would facilitate "antisocial punishment behavior," which was defined as punishment behavior to cooperators in a trust game. The participants were four groups of university students with low or high levels of psychopathy who had also reported low or high levels of family support (N = 48). In a trust game played on a computer, participants were given the chance to reduce the compensation as a punishment of their (simulated) partners based on whether they were cooperators or non-cooperators. We found that high-psychopathy participants with low family support gave cooperators significantly more punishment than did participants with low psychopathy and high family support. The study indicates that an interaction between a lack of family support and psychopathy contributes to aggressive behavior, such as antisocial punishment behavior.
Rejection sensitive people often experience interpersonal difficulties, resulting in dissatisfaction with their need for relatedness. However, whether they are satisfied with their autonomy and competence, or experience difficulties from these factors other than in interpersonal relationships, remains largely unexplored. This study examined the influence of rejection sensitivity and need satisfaction (autonomy, competence, and relatedness) on learning strategy and self-efficacy. We found that competence satisfaction mediates the relationship between rejection sensitivity and self-efficacy. In addition, hierarchical regression analysis revealed a significant three-way interaction of rejection sensitivity, autonomy, and competence satisfaction with learning strategy. Competence satisfaction has a positive effect when individuals have low rejection sensitivity and are satisfied with autonomy need, whereas autonomy satisfaction has a positive effect when individuals have high rejection sensitivity and are dissatisfied with their competence levels. This suggests that autonomy and competence satisfaction levels are important for the understanding of psychological difficulties in rejection sensitive individuals.
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