Syllabus

The Psychology of Self-Control (PSYC19H3 LEC02)

Dr. Michael Inzlicht
Wednesdays 12-1, IC220
Fall 2023

Instructor: Dr. Michael Inzlicht TA: Greg Depow

Office: SY168 Office: SY162
email: inzlicht.utsc@gmail.com email: Greg.Depow@gmail.com
Office Hours: Thursdays 12:00pm – 1:00pm Office Hours: By appointment

Course Description

According to prominent scholars, self-control is central to success across life domains, from
school to work to relationships. Quite simply, self-control—also colloquially know as willpower—
is thought to lead to the good life. In this lecture course, we will do a deep dive on self-control,
examining how people exercise control, bringing thoughts, emotions and behaviours into line
with preferred standards. This course will expose students to a number of classic and
contemporary theories and empirical findings in the area of self-control. The topics covered in
this course represent a broad selection of major themes in the field and each topic will provide
students with the opportunity to develop their understanding of the field as well as learn how
social, personality, and cognitive psychologists think about this topic. The topics covered in
class include ego depletion, executive function, the neural bases of self-control, personality,
motivation, goal setting, goal pursuit, and decision-making. Importantly, given recent
controversies in the field of psychology, we will also spend a considerable time discussing the
replication crisis, including what it means for our understanding of the psychology of self-control

Required Text

 Baumeister, R.F., & Tierney, J. (2012). Willpower: Rediscovering the greatest human
strength. Penguin Books.
 Course Readings. The course reader will contain required course readings that consist
of journal articles, but also magazine articles and blog posts. Available online through
Quercus (under Course Documents)

Evaluation: Date Weight

Midterm TBD 40%

Term Paper Nov 23rd, 11:59pm 15%

Final (non-cumulative) TBD 45%

Quercus
I will use Quercus to communicate with you (i.e. to make announcements) and so that you can
each communicate with one another. Anything I hand-out in class will also be posted on
Quercus; so, the syllabus, class notes, class schedule, and reading list are all there. Quercus is
also the place you go to log-on to and participate in the discussion board. I recommend getting
quickly acquainted with Quercus and checking it on a regular basis throughout the semester for
announcements and messages. Also, please make sure to update your Quercus account so
that your correct email address is noted. You do not need to apply for Quercus access. If you
are registered, you will automatically see this class when you log-on to the intranet. To access
Quercus, log onto http://www.utoronto.ca/, and on the top left of the screen, you’ll see a
Quercus button which you should press, and then enter your UTORid and password, and voila
you have access!

Discussion Forum
To help foster communication between each of you, I’ve created a discussion forum on
Quercus. The forum should also be the first place you go when you have questions about
course material. Please feel free to use this space as our virtual classroom. So, post
clarification questions! These posts are valuable because they may echo many people’s
concerns. Remember, however, to respond to questions as well as this will enhance the
classroom experience and create a self-sustaining internet community.

Lectures
The lecture slides will be posted on Quercus for each class. The amount of overlap between
lectures and required readings will be minimal. What this means is that the lecture will be very
different from the assigned readings for that week. Because exams will cover both lecture (50%)
and readings (50%), you will need to both read and attend the lectures.

Course Readings
The number of readings will vary per week and will sometimes include assigned chapters in our
text plus additional articles that you can find on Quercus under “course readings”. You can find
the list of readings at the end of this syllabus. The textbook will be made available in the library
in Course Reserves.

Exams
Both midterm and final will consist of multiple-choice questions (50% lectures, 50% readings).
The mid-term is worth 40% of your grade and the final, 45%. If you score higher on the midterm
than the final, however, I will re-weight your midterm to 45% and the final, 40%.

The midterm will cover lectures 1, 2, 3, 4, & 5. It will also cover all readings (from the
Baumeister & Tierney and supplemental readings) assigned for lectures 1, 2, 3, 4, & 5

The final will be non-cumulative and will cover lectures 6, 7, 8, 9, & 10. It will also cover all
readings (from the Baumeister & Tierney and supplemental readings) assigned for lectures 6, 7,
8, 9, & 10

Term Paper (Op–Ed project)

Each person will submit a 3-4 pages (750-1,000 words), typed, double-spaced term paper that
takes the form of a newspaper Op-ed. Op-eds are not reportage or literature reviews, but are
opinion articles in which the author takes a position on (makes an argument for) a social,
political, educational, or cultural issue that relates to self-control. Details of the assignment will
be specified later in the semester. Hard copies of papers will not be accepted—you will need to
send a digital version of the paper to Ouriginal via Quercus. Late papers will be docked 5% for
each day that they are late.

Normally, students will be required to submit their course essays to the University's plagiarism
detection tool for a review of textual similarity and detection of possible plagiarism. In doing so,
students will allow their essays to be included as source documents in the tool's reference
database, where they will be used solely for the purpose of detecting plagiarism. The terms that
apply to the University's use of this tool are described on the Centre for Teaching Support &
Innovation web site (https://uoft.me/pdt-faq).

Office Hours
Office hours will be held in my office in SY168 every Thursday 12-1pm. If you cannot make this
time, please email me and we will find a time that is mutually convenient.

Email Policy
My policy is to respond to emails within 2 working days of receipt. I am available to all my
students and encourage you all to visit me virtually during office hours even if it’s to have a
casual chat. If you have questions or concerns, always check the course syllabus and Quercus
site first. If you don’t find your answer there, consult the FAQ on Quercus. You could also try
posting a question in the discussion forum. Your TA is also happy to help, please reach out!

FAQ
Please note there is a lengthy FAQ document on Quercus. This contains a collection of
common questions I am asked by students. It is your responsibility to try to get your question
answered by the documents I have made available, including the lengthy FAQ.

Disability-Related Accommodations
Students with diverse learning styles and needs are welcome in this course. In particular, if you
have a disability/health consideration that may require accommodations, please feel free to
approach me and/or the AccessAbility Services Office (http://www.utsc.utoronto.ca/ability/) as
soon as possible. AccessAbility Services staff (located in Rm AA142, Arts and Administration
Building) are available by appointment to assess specific needs, provide referrals and arrange
appropriate accommodations. Please contact 416-287-7560 (tel/TTY) or email
ability.utsc@utoronto.ca for more information. The sooner you let us know your needs the
quicker we can assist you in achieving your learning goals in this course.
Academic Integrity
The University treats cases of cheating and plagiarism very seriously. The University of
Toronto's Code of Behaviour on Academic Matters
(http://www.governingcouncil.utoronto.ca/policies/behaveac.htm) outlines the behaviours that
constitute academic dishonesty and the processes for addressing academic offences.
Potential offences in papers and assignments include using someone else's ideas or words
without appropriate acknowledgement, submitting your own work in more than one course
without the permission of the instructor, making up sources or facts, obtaining or providing
unauthorized assistance on any assignment.
On tests and exams, cheating includes using or possessing unauthorized aids, looking at someone
else's answers during an exam or test, misrepresenting your identity, or falsifying or altering any
documentation required by the University.

Equity, Diversity and Inclusion

The University of Toronto is committed to equity, human rights and respect for diversity. All
members of the learning environment in this course should strive to create an atmosphere of
mutual respect where all members of our community can express themselves, engage with each
other, and respect one another's differences. U of T does not condone discrimination or
harassment against any persons or communities.
The University of Toronto is a richly diverse community and as such is committed to providing
an environment free of any form of harassment, misconduct, or discrimination. In this course, I
seek to foster a civil, respectful, and open-minded climate in which we can all work together to
develop a better understanding of key questions and debates through meaningful dialogue. As
such, I expect all involved with this course to refrain from actions or behaviours that intimidate,
humiliate, or demean persons or groups or that undermine their security or self-esteem based on
traits related to race, religion, ancestry, place of origin, colour, ethnic origin, citizenship, creed,
sex, sexual orientation, gender identity, gender expression, age, marital status, family status,
disability, receipt of public assistance or record of offences.

University Land Acknowledgement

I wish to acknowledge this land on which the University of Toronto operates. For thousands of
years, it has been the traditional land of the Huron-Wendat, the Seneca, and the Mississaugas of
the Credit. Today, this meeting place is still the home to many Indigenous people from across
Turtle Island and we are grateful to have the opportunity to work on this land.

Accommodations
Students with diverse learning styles and needs are welcome in this course. In particular, if you
have a disability/health consideration that may require accommodations, please feel free to
approach me and/or the AccessAbility Services Office as soon as possible.
AccessAbility Services staff (located in Rm AA142, Arts and Administration Building) are
available by appointment to assess specific needs, provide referrals and arrange appropriate
accommodations 416-287-7560 or email ability.utsc@utoronto.ca. The sooner you let us know
your needs the quicker we can assist you in achieving your learning goals in this course.
Use of Generative Artificial Intelligence Tools
Students may use artificial intelligence tools, including generative AI, in this course as learning
aids or to help produce assignments. However, students are ultimately accountable for the work
they submit.
Students may not use artificial intelligence tools for taking tests, writing research papers,
creating computer code, or completing major course assignments. However, these tools may be
useful when gathering information from across sources and assimilating it for understanding.
The knowing use of generative artificial intelligence tools, including ChatGPT and other AI
writing and coding assistants, for the completion of, or to support the completion of, an
examination, term test, assignment, or any other form of academic assessment, may be
considered an academic offense in this course.

Recording of Classroom Material by Students

Recording or photographing any aspect of a university course - lecture, tutorial, seminar, lab,
studio, practice session, field trip etc. – without prior approval of all involved and with written
approval from the instructor is not permitted.

Department of Psychology Missed Term Work Policy

For missed term work (assignments and term tests) due to illness, emergency, or other mitigating
circumstances, please follow the procedure outlined below.

Procedure:

1. Complete the Request for Missed Term Work Accommodations Form (”MTW Form”).

2. Email BOTH your MTW Form and Supporting Documentation to <course email> according to the
instructions specified below.

Supporting Documentation Requirements and Deadlines:

Deadline for
Documentation Documentation required
submitting MTW form
Reason for Missed Work required for a first for subsequent absences
and supporting
absence in the term in the term
documentation
WITHIN 2 BUSINESS
ACORN Absence UofT Verification of
Illness or Injury DAYS of the missed
Declaration Illness Form
work
WITHIN 2 BUSINESS
ACORN Absence A death certificate or
Bereavement DAYS of the missed
Declaration funeral announcement
work
A note from a university
University-sponsored
staff member (advisor,
athletic or artistic 10 BUSINESS DAYS IN
ACORN Absence coach, residence staff,
obligation at the ADVANCE of the
Declaration etc.) who can
varsity/provincial/national missed deadline
substantiate the
level
obligation, sent directly
 to the course email
For missed TERM TESTS,
- Contact your AccessAbility consultant
and have them write to the course email
detailing the accommodations needed.
For missed ASSIGNMENTS,
- If your desired accommodation is within
the scope of your Accommodation Letter
(e.g. your letter includes “extensions of
Disability-related reasons up to 7 days” and you need 3 days), send PREFERABLY IN
for students registered your Accommodation Letter to the ADVANCE OF THE
with AccessAbility course email and specify how many days MISSED WORK, OR AS
Services extension you are requesting. SOON AS POSSIBLE
- If your desired accommodation is outside
the scope of your Accommodation Letter
(e.g. your letter includes “extensions of
up to 7 days” but you need more time
than that), contact your AccessAbility
consultant and have them write to the
course email detailing the
accommodations needed.
Academic Conflict
Screenshot from Quercus demonstrating the
(e.g. two midterms at the 10 BUSINESS DAYS IN
conflict.
same time) ADVANCE of the
missed work
Religious Conflict None required

Notes:

- The following reasons are not considered sufficient for missed term work: social activities,
recreational travel, technological issues, avoidance of assessments or deadlines, work commitments
- Missed Final Exams are handled by the Registrar’s Office and should be declared on eService.
- For ACORN absence declarations, the date you declare the absence is required to fall within the
seven-day declaration period (i.e.) the absence cannot be submitted proactively or retroactively.
- Instructors cannot accept term work any later than five business days after the last day of class.
Beyond this date, accommodations are only possible via the Registrar’s Office petition process.
- If you are unable to submit your request within the specified number of business days, you must still
email your instructor within that window to explain the nature of the delay. Exceptions to the
deadlines are made only under exceptional circumstances.
- Multiple assignments due on the same day are not considered academic conflicts. Students are
expected to manage their time effectively to meet assignment deadlines.
- Back-to-back tests/quizzes are not considered academic conflicts. Only overlapping activities are
conflicts.
- Students are responsible for keeping their course timetables conflict-free. Students who register in
two courses with overlapping lecture/tutorial/lab schedules will not be accommodated.
Next Steps:
After submitting your documentation, you will receive a response from your instructor or TA. The
course instructor reserves the right to decide what accommodations will be made. Failure to adhere to
any aspect of this policy may result in a denial of your request. You are responsible for checking your
official U of T email and Quercus course announcements daily, as accommodations may be time-
critical.

For missed assignments, do not wait for the instructor’s response to resume work on your assignment.
Extensions may be as short as one business day, depending on the nature of the illness/emergency.
Complete your assignment as soon as you’re able, and email it to your instructor.

If an accommodation is granted but a continued illness/emergency prevents you from meeting its
requirements, you must repeat the missed term work procedure to request additional accommodations.
Please make it clear in your subject line that you are requesting a second accommodation. Examples:
If you were granted an extension for a paper but are still unable to meet the new deadline, or if you miss
a make-up term test, you must submit another MTW form and supply documentation according to the
“subsequent absences” column in the chart above. *Note: In the case of a missed make-up test, an
opportunity to write a second make-up test may not necessarily be provided.
Course Schedule

DATE TOPIC READINGS

Lecture 1 Introduction & brief history B&T: Introduction
Sep 6

Lecture 2: Replication crisis; Moffitt et al., 2011; Yong, 2015; Inzlicht, 2016
Sep 13 importance of self-control

Lecture 3: Ego depletion B&T: chapters 1, 2, & 4; Inzlicht & Berkman, 2015;
Sep 20 Engber, 2016

Lecture 4: Cognitive and neural Hofmann et al., 2012

Sep 27 foundations of self-control

Lecture 5: Personality & Development B&T: chapter 9; Roberts et al., 2014

Oct 4

Oct 11 READING WEEK NO CLASS

Oct 18 MIDTERM WEEK EXACT DATE TBD

Oct 25 Term paper Q&A

Lecture 6: Goals & Motivation B&T: chapters 3 & 5; Deci & Ryan, 2008
Nov 1

Lecture 7 Food, God, & People B&T: chapters 8 & 10; Fain, 2015
Nov 8

Lecture 8: Addiction B&T: chapter 8; McMillen, 2013

Nov 15

Lecture 9: Rethinking self-control B&T: chapters 7 & conclusion; Duckworth et al.,

Nov 22 Op-Ed Paper Due 2016

Lecture 10: Improving self-control B&T: chapter 6; Milkman et al., 2021

Nov 29

Note: B&T = Baumeister & Tierney book

 Course Reader

All Course Readings can be found here: https://tinyurl.com/ab9kas7v

Lecture 2

Inzlicht, M. (2016, March 25). The replication crisis is my crisis. Retrieved from
https://undark.org/article/the-replication-crisis-is-my-crisis/

Moffitt, T. E., et al., (2011). A gradient of childhood self-control predicts health, wealth, and
public safety. Proceedings of the National Academy of Sciences, 108, 2693-2698.

Yong, E. (2015, August 27). How reliable are psychology studies? Retrieved from
https://www.theatlantic.com/science/archive/2015/08/psychology-studies-reliability-
reproducability-nosek/402466/

Lecture 3

Engber, D. (2016, March 6). Everything is crumbing. Retrieved from

http://www.slate.com/articles/health_and_science/cover_story/2016/03/
ego_depletion_an_influential_theory_in_psychology_may_have_just_been_debunked.html

Inzlicht, M., & Berkman, E. (2015). Six questions for the resource model of control (and some
answers). Social and Personality Psychology Compass, 9/10, 511-524.

Lecture 4

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-
regulation. Trends in Cognitive Sciences, 16, 174–80.

Lecture 5

Roberts, B.W., Lejuez, C., Krueger, R.F., Richards, J.M., & Hill, P.L. (2014). What is
conscientiousness and how can it be assessed? Developmental Psychology, 50, 1315-
1330. [Note, although I recommend you read the entire article, you are only required
to read pp. 1315-1321, stopping at the section titled “Methods of assessing
Conscientiousness”]

Lecture 6

Deci, E.L., & Ryan, R.M. (2008). Self-determination theory: A macrotheory of human motivation,
development, and health. Canadian Psychology, 49, 182-185.

Lecture 7

Fain, J. (2015, June 1). In “Eating Lab,” a psychologist spills secrets on why diets fail. Retrieved
from https://www.npr.org/sections/thesalt/2015/06/01/411217634/in-eating-lab-psychologist-
spills-secrets-on-why-diets-fail

Lecture 8
McMillen, S. (2013). Rat Park. Retrieved from
http://www.stuartmcmillen.com/comic/rat-park/#page-1

Lecture 9

Duckworth, A.L., Gendler, T.S., & Gross, J.J. (2016). Situation strategies for self-control.
Perspectives on Psychological Science, 11, 35-55.

Lecture 10

Milkman, K.L. et al. (2021). Megastudies improve the impact of applied behavioural science.
Nature, 600, 478-483. [Note, although I recommend you read the entire article, you are
only required to read pp. 478-483, stopping after the reference section]