caa a22 4500 606239332 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9301-2 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9301-2 The white bear in the classroom: on the use of thought suppression when stakes are high and pressure to perform increases [Elektronische Daten] [Margarete Imhof, Katja Schulte-Jakubowski] This study examined how students use volitional control of thoughts in a context of performance during the 3-year pre-college track in their high school program. A total of 142 students were surveyed on their ability to volitionally control potentially disruptive cognitions, on their perception of positive and negative mood, and how this is related to their performance in terms of grades. Results showed that students who stated that grades were not important to them reported a stronger tendency to use volitional control of thoughts, especially when a negative mood was present. In addition, the data suggested a gender-related difference in applying volitional control, namely, that female participants displayed a stronger preference for this strategy. The findings are discussed in the context of performance avoidance and stress reduction. In conclusion, we claim that there is a need to find more effective ways of coping with increasingly higher performance standards and using individual cognitive potentials. Springer Science+Business Media Dordrecht, 2015 Volitional control nationallicence Mood and performance nationallicence High school nationallicence Imhof Margarete Department of Educational Psychology, Johannes Gutenberg University Mainz, Binger Strasse 14-16, 55122, Mainz, Germany aut Schulte-Jakubowski Katja Department of Educational Psychology, Johannes Gutenberg University Mainz, Binger Strasse 14-16, 55122, Mainz, Germany aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 431-442 1381-2890 18:3<431 2015 18 11218 https://doi.org/10.1007/s11218-015-9301-2 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9301-2 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Imhof Margarete Department of Educational Psychology, Johannes Gutenberg University Mainz, Binger Strasse 14-16, 55122, Mainz, Germany aut NATIONALLICENCE 700 1- Schulte-Jakubowski Katja Department of Educational Psychology, Johannes Gutenberg University Mainz, Binger Strasse 14-16, 55122, Mainz, Germany aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 431-442 1381-2890 18:3<431 2015 18 11218