One of the most influential theoretical frameworks that attempts to explain this finding is the attentional control theory (ACT Eysenck et al., 2007). Performing under high-pressure conditions along with the accompanying sensations of anxiety can impair academic (e.g., Zeidner, 1998 Ashcraft and Krause, 2007 Beilock, 2008) and perceptual-motor performance (e.g., Behan and Wilson, 2008 Nibbeling et al., 2012). Integrating Attentional Control Theory and the Strength Model of Self-Control
#Alternatives to selfcontrol how to#
We review literature that has revealed that self-control strength moderates the anxiety–performance relationship, discuss how to integrate these two theoretical models, and offer practical recommendations of how to counteract negative anxiety effects. In terms of the strength model of self-control, attention regulation can be viewed as a self-control act depending on the momentary availability of self-control strength. However, ACT does not clarify which process determines whether one can volitionally regulate attention despite experiencing high levels of anxiety. In ACT, it is assumed that anxiety automatically leads to attention disruption and increased distractibility, which may impair subsequent cognitive or perceptual-motor performance, but only if individuals do not have the ability to counteract this attention disruption. In the present article, we argue that it may be fruitful to incorporate the ideas of the strength model of self-control into the core assumptions of the well-established attentional control theory (ACT).
Department of Educational Psychology, Institute of Educational Science, University of Bern, Bern, Switzerland.
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