The Dynamics of Self-Control Conflicts in Daily Life in Predicting Self-Control Success and Perceived Self-Regulatory Effectiveness
Why this work is in the frame
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Bibliographic record
Abstract
People often face conflicts where they must choose between their long-term goals and tempting alternatives. Using an open-ended daily diary design, we investigated the characteristics of self-control conflicts in daily life, both replicating and extending past work. Specifically, we examined the factors that affected self-control conflict success, as well as how the nature and resolution of the conflict affected general perceptions of self-regulatory effectiveness. Self-control conflicts varied considerably within-persons including the domain of the conflict, the use of strategies, and whether they were successfully resolved. There was also variability in people’s subjective perceptions of how pulled they felt towards the temptation and the opposing goal, as well as how difficult and important the overall decision was. Furthermore, these factors predicted whether a conflict was resolved successfully (i.e., in favor of the goal), with pull towards the temptation emerging as the strongest predictor. People were also more successful in resolving self-control conflicts when they reported using any type of self-regulatory strategy; no specific strategy emerged as most effective. On days when participants successfully resolved conflicts, they also felt more confident in their general ability to self-regulate. Overall, our findings largely conceptually replicate past work using an open-ended diary format, and suggest that factors influencing self-control conflict resolution are also linked to general feelings of self-regulatory effectiveness.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it