DOCSLIB.ORG

Examining the Relationship Between Religiosity and Delay-Of-Gratification

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining the Relationship Between Religiosity and Delay-Of-Gratification Examining the Relationship between Religiosity and Delay-of-Gratification: Differentiating between Organizational and Personal Religiosity A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Science Adam Carlitz December 2018 © 2018 Adam Carlitz. All Rights Reserved. 2 This thesis titled Examining the Relationship between Religiosity and Delay-of-Gratification: Differentiating between Organizational and Personal Religiosity by ADAM CARLITZ has been approved for the Department of Psychology and the College of Arts and Sciences by Kimberly Rios and Ronaldo Vigo Associate Professors of Psychology Joseph Shields Interim Dean, College of Arts and Sciences 3 ABSTRACT CARLITZ, ADAM., M.S., December 2018, Psychology Examining the Relationship between Religiosity and Delay-of-Gratification: Differentiating between Organizational and Personal Religiosity Directors of Thesis: Kimberly Rios and Ronaldo Vigo Religiosity is positively related to self-regulation, though more research is needed to understand the nature of this relationship. For example, relatively few studies have examined the link between religiosity and delay-of-gratification (i.e., resisting immediate temptation in favor of some objectively larger, delayed reward). Most of the limited research on this topic has conceptualized and operationalized religiosity as though it were a unidimensional construct. We review literature that, instead, suggests religiosity be treated as a two-dimensional construct – consisting of organizational (i.e., religious practice/community) and personal religiosity (i.e., religious belief) dimensions. Personal religiosity elements are more strongly associated with asceticism than are organizational religiosity elements. Therefore, we hypothesized that personal religiosity would lead to greater delay-of-gratification than would organizational religiosity. Furthermore, we hypothesized that cognitive construal level, rational-experiential processing, and/or deontological thinking would mediate this effect. Consistent with the former hypothesis, experimental results indicated that activating personal, but not organizational, religiosity concepts increased delay-of-gratification. We did not find support for the latter hypothesis. We discuss the implications of these findings and future research directions. 4 DEDICATION For Mom, Dad, Jared, Phil, and Lexi. 5 ACKNOWLEDGMENTS I could not have done this without Drs. Kimberly Rios and Ronaldo Vigo’s help and support. You both make me a better scientist, researcher, and person each day. Thank you both so much! I would also like to thank Dr. Nicholas Allan for his help with data analysis. 6 TABLE OF CONTENTS Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 4 Acknowledgments............................................................................................................... 5 List of Tables ...................................................................................................................... 8 List of Figures ..................................................................................................................... 9 Introduction ....................................................................................................................... 10 Literature Review.............................................................................................................. 12 Self-Regulation, Delay-of-Gratification, and Real-World Outcomes ........................ 12 Measuring Delay-of-Gratification via Delay Discounting ......................................... 13 The Relationship between Religiosity and Delay-of-Gratification ............................ 15 Religiosity as a Two-Dimensional Construct ............................................................. 19 The Effects of Organizational vs. Personal Religiosity on Delay-of-Gratification .... 25 Cognitive Processing Systems as Possible Mediators ................................................ 27 Cognitive processing systems and delay-of-gratification. .................................... 27 Cognitive construal level and two-dimensional religiosity. ................................. 29 Deontological Thinking as a Possible Mediator ......................................................... 31 Hypotheses ........................................................................................................................ 35 Methods............................................................................................................................. 37 Participants and Design ............................................................................................... 37 Procedure .................................................................................................................... 37 Materials (see Appendix for all study materials) ........................................................ 38 Experimental manipulation questionnaire. ........................................................... 38 Delay discounting. ................................................................................................ 39 Construal level. ..................................................................................................... 39 Deontological thinking.......................................................................................... 40 Rational vs. experiential thinking. ........................................................................ 40 Organizational and personal religiosity. ............................................................... 41 Data Preparation .......................................................................................................... 41 Results ............................................................................................................................... 43 Participants .................................................................................................................. 43 7 Main Analyses ............................................................................................................ 44 Hypotheses 1a, 1b, and 1c..................................................................................... 44 Hypotheses 2a, 2b, and 2c..................................................................................... 46 Exploratory Analyses .................................................................................................. 47 Discussion ......................................................................................................................... 55 Main Analyses ............................................................................................................ 55 Exploratory Analyses .................................................................................................. 58 Limitations and Future Directions .............................................................................. 59 Conclusion .................................................................................................................. 63 References ......................................................................................................................... 65 Appendix ........................................................................................................................... 83 Experimental Manipulation ........................................................................................ 83 Monetary-Choice Questionnaire (MCQ-27) ............................................................... 84 Behavior Identification Form (BIF) ............................................................................ 85 Abbreviated Morality Founded on Divine Authority (A-MFDA) .............................. 88 Rational-Experiential Inventory .................................................................................. 89 Religious Practice ....................................................................................................... 91 Demographics Questionnaire ...................................................................................... 94 8 LIST OF TABLES Page Table 1 Demographics ..................................................................................................... 44 Table 2 Means and Standard Deviations for Variables ................................................... 45 Table 3 Zero-Order Correlations for Measurement Variables ......................................... 47 Table 4 Results of Mediation Analysis ............................................................................ 47 Table 5 Religiosity Items for Exploratory Analyses ........................................................ 49 Table 6 Zero-Order Inter-item Correlations for Religiosity Items .................................. 51 Table 7 Exploratory Analyses: Nested Model Comparisons ........................................... 51 Table 8 Standardized Path Estimates for Three-Factor Model ........................................ 54 9 LIST OF FIGURES Page Figure 1. Three-factor model of organizational and personal religiosity on DD ............. 52 10 INTRODUCTION People who are more religious are generally better at regulating their
Load more

Recommended publications
  • 1 Neff, KD & Germer, C. (2017)
    Neff, K. D. & Germer, C. (2017). Self-Compassion and Psychological Wellbeing. In J. Doty (Ed.) Oxford Handbook of Compassion Science, Chap. 27. Oxford University Press. Self-Compassion and Psychological Well-being Kristin Neff and Christopher Germer This chapter will provide an overview of theory and research on self-compassion and its link to psychological well-being, which is the goal of clinical practice. It will discuss what self- compassion is and what it isn't (e.g., a form of weakness, selfishness, etc.), and provide empirical evidence to support these distinctions. Finally, it will discuss methods that have been developed to teach individuals how to be more self-compassionate in their daily lives, some clinical implications of self-compassion training, and future directions for research. What is self-compassion? To better understand what is intended by the term self-compassion, it is helpful to first consider what it means to feel compassion for others, a concept many of us have more familiarity with. Compassion involves sensitivity to the experience of suffering, coupled with a deep desire to alleviate that suffering (Goertz, Keltner & Simon-Thomas, 2010). This means opening one’s awareness to the pain of others, without avoiding or disconnecting from it, allowing feelings of kindness towards others and a desire to ameliorate their suffering to emerge (Wispe, 1991). Compassion also involves an understanding of the shared human condition, fragile and imperfect as it is, as well as a willingness to extend that understanding to others when they fail or make mistakes. Instead of looking away or rolling up your window when you pull up next to that homeless man at a stoplight, for example, you pause and take a moment to reflect on how 1 difficult things are for him.
    [Show full text]
  • Guilt, Shame, and Grief: an Empirical Study of Perinatal Bereavement
    Guilt, Shame, and Grief: An Empirical Study of Perinatal Bereavement by Peter Barr 'Death in the sickroom', Edvard Munch 1893 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Behavioural Sciences Faculty of Medicine University of Sydney November, 2003 Preface All of the work described in this thesis was carried out personally by the author under the auspices of the Centre for Behavioural Sciences, Department of Medicine, Faculty of Medicine, University of Sydney. None of the work has been submitted previously for the purpose of obtaining any other degree. Peter Barr OAM, MB BS, FRACP ii The investigator cannot truthfully maintain his relationship with reality—a relationship without which all his work becomes a well-regulated game—if he does not again and again, whenever it is necessary, gaze beyond the limits into a sphere which is not his sphere of work, yet which he must contemplate with all his power of research in order to do justice to his own task. Buber, M. (1957). Guilt and guilt feelings. Psychiatry, 20, p. 114. iii Acknowledgements I am thankful to the Department of Obstetrics and Department of Neonatology of the following hospitals for giving me permission to approach parents bereaved by stillbirth or neonatal death: Royal Prince Alfred Hospital, Royal Hospital for Women, Royal North Shore Hospital and Westmead Hospital. I am most grateful to Associate Professor Susan Hayes and Dr Douglas Farnill for their insightful supervision and unstinting encouragement and support. Dr Andrew Martin and Dr Julie Pallant gave me sensible statistical advice.
    [Show full text]
  • Creating Compassion and Connection in the Work Place
    16Journal of Systemic Therapies, Vol. 25, No. 1, 2006, pp. 16–36 O’Brien CREATING COMPASSION AND CONNECTION IN THE WORK PLACE PETER J. O’BRIEN, M.S.W. Foothills Medical Centre This article raises questions about what contributes to creating a com- passionate work environment and sustaining connections that are meaningful in relation to clients and colleagues. Concepts including burnout, compassion fatigue, vicarious traumatization and counter- transference are examined, with attention to how they complicate the establishment of a compassionate work place. Factors are discussed which further influence the work environment and inhibit the creation of the desired culture. Individual and institutional steps are then sug- gested that can be taken to establish a preferred work environment. In particular, practices are considered within the workplace that com- bat some of the undesirable symptoms, or that lead to the acknowl- edgment of contributions to a healthy environment and which foster human connections. As I enjoyed a concert by the 60’s band the Turtles, I was struck by the sense of connection and joy communicated throughout the concert by the two lead singers. I wondered what factors contributed to their apprecia- tion for one another and what meaning they attach to their life work, span- ning some forty years of collaboration. The purpose of this paper is to first raise questions about what contrib- utes to creating a compassionate work environment and sustaining con- nections that are meaningful in the mental health context. A case example will illustrate some of the common challenges in health care. Then, an examination of factors in our culture and our work settings that compli- Address correspondence to Peter O’Brien, M.S.W.
    [Show full text]
  • Definitions of Child Abuse and Neglect
    STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse.
    [Show full text]
  • ICD-11 Diagnostic Guidelines Stress Disorders 2020 07 21
    Pre-Publication Draft; not for citation or distribution 1 ICD-11 DIAGNOSTIC GUIDELINES Disorders Specifically Associated with Stress Note: This document contains a pre-publication version of the ICD-11 diagnostic guidelines for Disorders Specifically Associated with Stress. There may be further edits to these guidelines prior to their publication. Table of Contents DISORDERS SPECIFICALLY ASSOCIATED WITH STRESS ...................................... 2 6B40 Post-Traumatic Stress Disorder ............................................................................ 3 6B41 Complex Post-Traumatic Stress Disorder ............................................................. 8 6B42 Prolonged Grief Disorder .................................................................................... 12 6B43 Adjustment Disorder ........................................................................................... 15 6B44 Reactive Attachment Disorder ............................................................................ 17 6B45 Disinhibited Social Engagement Disorder .......................................................... 20 6B4Y Other Specified Disorders Specifically Associated with Stress ......................... 22 QE84 Acute Stress Reaction ......................................................................................... 23 © WHO Department of Mental Health and Substance Abuse 2020 Pre-Publication Draft; not for citation or distribution 2 DISORDERS SPECIFICALLY ASSOCIATED WITH STRESS Disorders Specifically Associated with Stress
    [Show full text]
  • Delayed Gratification Satisfaction in Life
    Delayed Gratification Satisfaction In Life Unending Cheston relining sincerely. Low-rise Moss cuckold her peasantry so freely that Arvin canoeings very sternwards. Orderly Jeremias drails thereby. The life satisfaction in delayed gratification being appreciated strengthens our achievements because they were worth it will only about spending money as adults may serve someone who not? Relations to drug use and gambling. It is the level of contentment a person feels regarding his or her job. An employee is not be well, gratification delayed in life satisfaction within our routines that intimate lives overflow with? However, so we prefer high bumps of happiness instead of pursuing its persistence. Refining the theory of basic individual values. Socioeconomic considerations must be examined when discussing the topic. We therefore not only need to know how to deal with our anger in different ways at different times but also how most appropriately to match the right time with the right style of expression. You can imagine the impact these experiences had on the marshmallow test. Your use of information contained in articles or externally linked materials is at your own risk. By completing the first marshmallow theory, dgi have come from temptations that will creep up for if you are some people that life in. Delay gratification were associated with life satisfaction, at our life satisfaction in delayed gratification for instant gratification in extraordinary changes. Where Delayed Gratification Became Famous? This allows for more waking hours with relatively high alertness. Studies show up quickly in delayed gratification satisfaction in life. Satisfaction requires the giving of one thing for another and should be distinguished from performance, which find gratification here and there; the thirst for pleasures, to see positive results.
    [Show full text]
  • Somatic Markers, Working Memory, and Decision Making
    Cognitive, Affective, & Behavioral Neuroscience 2002, 2 (4), 341-353 Somatic markers, working memory, and decision making JOHN M. HINSON, TINA L. JAMESON, and PAUL WHITNEY Washington State University, Pullman, Washington The somatic marker hypothesis formulated by Damasio (e.g., 1994; Damasio, Tranel, & Damasio, 1991)argues that affectivereactions ordinarily guide and simplify decision making. Although originally intended to explain decision-making deficits in people with specific frontal lobe damage, the hypothe- sis also applies to decision-making problems in populations without brain injury. Subsequently, the gambling task was developed by Bechara (Bechara, Damasio, Damasio, & Anderson, 1994) as a diag- nostic test of decision-making deficit in neurological populations. More recently, the gambling task has been used to explore implications of the somatic marker hypothesis, as well as to study suboptimal de- cision making in a variety of domains. We examined relations among gambling task decision making, working memory (WM) load, and somatic markers in a modified version of the gambling task. In- creased WM load produced by secondary tasks led to poorer gambling performance. Declines in gam- bling performance were associated with the absence of the affective reactions that anticipate choice outcomes and guide future decision making. Our experiments provide evidence that WM processes contribute to the development of somatic markers. If WM functioning is taxed, somatic markers may not develop, and decision making may thereby suffer. One of the most consistent challenges of daily life is & Damasio, 2000). That is, decision making is guided by the management of information in order to continually the immediate outcomes of actions, without regard to what make decisions about courses of action.
    [Show full text]
  • Social Models Influence Children's Delay of Gratification Strategy Use and Delay Performance
    Georgia State University ScholarWorks @ Georgia State University Psychology Theses Department of Psychology 5-9-2015 Social Models Influence Children's Delay of Gratification Strategy Use and Delay Performance Melissa Hrabic Follow this and additional works at: https://scholarworks.gsu.edu/psych_theses Recommended Citation Hrabic, Melissa, "Social Models Influence Children's Delay of Gratification Strategy Use and Delay Performance." Thesis, Georgia State University, 2015. https://scholarworks.gsu.edu/psych_theses/131 This Thesis is brought to you for free and open access by the Department of Psychology at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Psychology Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. SOCIAL MODELS INFLUENCE CHILDREN’S DELAY OF GRATIFICATION STRATEGY USE AND DELAY PERFORMANCE by MELISSA L. HRABIC Under the Direction of Rebecca Williamson, PhD ABSTRACT Delay of gratification is the ability to forego an immediate indulgence in lieu of a later, greater reward. Past research has shown that using behavioral strategies may help children to delay gratification longer. The current project tests whether children can learn one such strategy, covering the eyes, through imitation. Four-year-olds saw a model delay gratification using a strategy, using no strategy, or saw no model. They then participated in an accumulation task, where they could earn an incremental sticker reward. Children who saw a strategy showed evidence of imitation by covering their eyes. Unexpectedly, however, this had an adverse influence on their ability to delay gratification. Thus, although children can apply a strategy, its effectiveness may be limited by the type of task used (accumulation) or from an incomplete understanding of the strategy’s function.
    [Show full text]
  • The Grief of Late Pregnancy Loss a Four Year Follow-Up
    The grief of late pregnancy loss A four year follow-up Joke Hunfeld The grief of late pregnancy loss A four year follow-up Rouwreacties bij laat zwangerschapsverlies. Een vervolgstudie over vier jaar. Proefschrift Tel' verkrijging van de graad van doctor aan de Erasmus Universiteit Rotterdam op gezag van de rector magnificus Pro£dr P.W.C. Akkermans M.A. en volgens besluit van het college voor promoties. De open bare verdediging zal plaatsvinden op woensdag 13 september 1995 om 15.45 uur door Johanna Aurelia Maria Hunfeld geboren te Utrecht. Promotiecommissie: Promotoren: Pro£ jhr dr J.w, Wladimiroff Pro£ dr E Verhage Overige leden: Pro£ dr H.P. van Geijn Pro£ dr D. Tibboel Pro£ dr Ee. Verhulst Het onderzoek dat in dit proefschrift is beschreven kon worden uitgevoerd dankzij subsidies van Ontwikkelings Geneeskunde, het Universiteitsfonds van de Erasmus Universiteit en het Nationaal Fonds voor de Geestelijke Volksgezondhcid. CIP-gegevens KDninklijke Bibliotheek, Den Haag Hunfeld, J.A.M. The grief onate pregnancy loss / Johanna Aurelia Maria Hunfeld - Delft Eburon P & L Proefschrift Erasmus Universiteit Rotterdam - met samenvatting in het Nederlands ISBN 90-5651-011-8 Nugi Trefw;: perinatal grief Distributie: Eburon P&L, Postbus 2867, 2601 CW Delft Drukwerk: Ponsen & Looijen BY, Wageningen Lay-out verzorging: A. Praamstra All rights reserved Omslagtekening © P. Picasso, 1995 do Becldrecht Amsterdam © Joke Hunfeld, 1995 Rouwreacties bij laat zwangerschapsverlics Eell vcrvolgstudie over vier jaar Contents 1 Theoretical and empirical background
    [Show full text]
  • The Science of Self-Control
    The Science of Self-Control June 2020 Santiago Amaya, Ph.D. Department of Philosophy Universidad de los Andes (Colombia) 1 Table of Contents I. INTRODUCTION .............................................................................................. 3 II. DEFINING SELF-CONTROL .............................................................................. 3 1. FAILURES OF SELF-CONTROL .................................................................................................... 5 2. EFFORTFUL INHIBITION ......................................................................................................... 10 III. METHODS ................................................................................................... 12 1. DELAY OF GRATIFICATION PARADIGMS .................................................................................. 13 2. EXECUTIVE FUNCTIONING TASKS .......................................................................................... 14 3. QUESTIONNAIRES .................................................................................................................... 16 IV. MODELS ...................................................................................................... 17 1. STRENGTH MODEL .................................................................................................................. 17 2. INTERLUDE: IS EGO DEPLETION REAL? ................................................................................. 18 3. DUAL PROCESS MODELS .......................................................................................................
    [Show full text]
  • Delayed Gratification Behavior Among Elementary School Children: an Intervention Model Nadine A
    Journal of Research Initiatives Volume 1 | Issue 3 Article 11 5-28-2015 Delayed Gratification Behavior Among Elementary School Children: An Intervention Model Nadine A. Joseph University of the Southern Caribbean Follow this and additional works at: http://digitalcommons.uncfsu.edu/jri Part of the Disability and Equity in Education Commons, Higher Education Commons, and the Special Education and Teaching Commons Recommended Citation Joseph, Nadine A. (2015) "Delayed Gratification Behavior Among Elementary School Children: An Intervention Model," Journal of Research Initiatives: Vol. 1: Iss. 3, Article 11. Available at: http://digitalcommons.uncfsu.edu/jri/vol1/iss3/11 This Research Article is brought to you for free and open access by DigitalCommons@Fayetteville State University. It has been accepted for inclusion in Journal of Research Initiatives by an authorized administrator of DigitalCommons@Fayetteville State University. For more information, please contact [email protected]. Delayed Gratification Behavior Among Elementary School Children: An Intervention Model About the Author(s) Nadine A. Joseph holds a PhD in Educational Administration. She is currently serving as a volunteer with SanareLife Inc., a healthy lifestyle development group. [email protected]/ or [email protected] Keywords delayed gratification behavior, elementary students, intervention This research article is available in Journal of Research Initiatives: http://digitalcommons.uncfsu.edu/jri/vol1/iss3/11 Journal of Research Initiatives (2015) 1(3) Available online at: http://digitalcommons.uncfsu.edu/jri/ DELAYED GRATIFICATION BEHAVIOR AMONG ELEMENTARY SCHOOL CHILDREN: AN INTERVENTION MODEL Nadine A. Joseph Abstract In the 1960s, Walter Mischel conducted the first study on delayed gratification behavior (Goleman, 1995; Mischel, Shoda & Rodriquez, 1989).
    [Show full text]
  • Traumatic Life Experience Than by Any Congenital Impairment” -Tamsin Cottis
    10/20/2013 "It is worth noting at this point that many patients referred...seem to have become disabled more by their traumatic life experience than by any congenital impairment” -Tamsin Cottis “In fact, the past is the past and the only thing that matters is what Lara Palay, LISW-S happens right now. And what is trauma is the residue that a past event leaves in your own sensory experiences in your body and it’s not that Senior Fellow event out there that becomes intolerable but the physical sensations with Mental and Emotional Health Program which you live that become intolerable and you will do anything to make them go away.” -Bessel Van der Kolk The Center for Systems Change “Trauma is a disease of not being able to be here.” -Pierre Janet Trauma A major trauma could be: Sexual Assault/Physical Assault Trauma is any experience or series of experiences that Natural or manmade disasters make the individual feel that he or she is in danger of dying, or of being emotionally “wiped out ”or Catastrophic illness annihilated. Loss of a loved one Humiliation Bullying Deprivation and powerlessness to act on one ’s own behalf Ford, Adler-Tapia, 2009 Not all trauma results in lasting problems. Individual factors also affect impact of trauma/stressor: Some contributing factors to traumatic stress: Previous history of traumas/stressors/abuse Duration History or family history of mental illnesses Intensity of stressor Inherent resilience/vulnerability Time of day Substance abuse Warning/ no warning Intentionality/preventability Difficult relationships/poor attachment to Scope/numbers affected others.
    [Show full text]