The Effects of Autonomy and Task Value on Students Perception of Temptation: The Moderating Role of Individual Differences in Self-Regulation

Abstract

The present study investigated how students perceive temptation differently across time depending on their self-regulation ability and context. In an experimental setting, students were asked to perform a task in the presence of an attractive alternative. Study 1 examined whether perceived level of temptation changes across time depending on individual differences in self-regulation. It was found that high self-regulatory group students perception of temptation decreased across time, while low self-regulatory group students perception of temptation increased across time. Study 2 examined whether two educational manipulations, provision of autonomy and task value, can help students to engage in the target task in face of temptation. It was found that providing autonomy or task value can help students resist temptations, although low self-regulatory group benefit more. These findings suggest that the level of temptation can be perceived differently depending on individual difference in self-regulation, time, and task context.