Boosting scholastic test scores by willpower: The role of implementation intentions

How to support learning with multimedia instruction: Implementation intentions help even when load is high

There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. if-then plans) are expected to help regulate behaviour automatically due to their specific wording, thereby offloading demands. Accordingly, this study aimed at investigating whether implementation intentions compared with prompts improve learning performance, especially under high cognitive load. Students (N = 120) learned either in a control condition without instructional support, with prompts, or with implementation intentions. Within each condition, half of the participants studied the multimedia instruction under conditions of either high or low cognitive load, which was experimentally manipulated by instructing them to perform one of two secondary tasks. In line with our hypotheses, the results showed that under low cognitive load, both prompts and implementation intentions led to better learning than the control condition. By contrast, under high cognitive load, only implementation intentions promoted learning. Thus, implementation intentions are an efficient means to promote learning even under challenging circumstances.

Mental contrasting with implementation intentions as a technique for media-mediated persuasive health communication

Mental Contrasting with Implementation Intentions (MCII) is a self-regulation strategy that combines the strategies mental contrasting (MC) in which individualscontrast a desired future with the current reality with the strategy of forming implementation intentions (II), which involves making concrete if-then plans (implementation intentions, II) to overcome the obstacles standing in the way of the desired future. Numerous studies across behavioral domains have demonstrated the effectiveness of this strategy in supporting people to adopt health-promoting behaviors or changing unhealthy behaviors. However, research on MCII has so far neglected the applicability of the concept in media-mediated persuasive health communication. This conceptual review aims to demonstrate and examine the potentials and effects of MCII as a technique to tailor media-mediated persuasive health messages and their dissemination through different media channels. In doing so, it draws on existing models of health behavior change, especially individuals' threat and coping appraisals. Potential effects of MCII on these cognitive factors are discussed, and practical implications for health message design are outlined.

Suitability of Motivational Regulation Strategies for Specific Motivational Problems

Abstract. Learners utilize a variety of strategies to regulate their motivation. Theoretical models of motivational regulation imply a connection between the decision for a concrete strategy and the specific situational requirements. Accordingly, one would expect that the suitability of a strategy depends on how well it fits the motivational problem in question. Since reliable findings on this point are missing, we conducted a survey of N = 33 proven experts in the field of self-regulated learning to enlighten the suitability of nine strategies for six different motivational problems. Our findings showed that the suitability of a group of strategies was consistently considered dependent on the given motivational problem (e. g., ability-focus self-talk was suitable to enhance motivation for a difficult task) – pointing to the importance of conditional strategy knowledge for learners. For another group of strategies, experts’ suitability judgments were indifferent, indicating that strategy suitability may also comprise idiosyncratic (i. e., person-specific) aspects.

"The Best Laid Plans": Do Individual Differences in Planfulness Moderate Effects of Implementation Intention Interventions?

While there is good evidence supporting the positive effect of planning strategies like implementation intentions on the relationship between intention and behavior, there is less evidence on the moderating role of individual differences in planning capacity on this effect. This study aimed to examine the role of individual differences in planfulness on the effect of planning strategies on the intention-behavior gap. Specifically, this study investigated the influence of planfulness on the effectiveness of implementation intentions on goal-directed behavior using an experimental design. Undergraduate university students (N = 142) with high and low levels of planfulness based on a priori scores on a planfulness measure were randomized to either a planning (implementation intention) or familiarization (control) condition prior to completing a computerized go no-go task. We predicted that individuals reporting low levels of planfulness would be more effective in executing goal-directed behavior when prompted to form an implementation intention compared to individuals who do not receive a prompt. Additionally, we predicted that individuals reporting high planfulness would be equally effective in enacting goal-directed behaviour regardless of whether they formed an implementation intention. The results revealed no main or interaction effects of implementation intention manipulation and planfulness on task reaction times. The current results do not provide support for the moderating effect of planfulness on the implementation effect. The findings of this study were inconsistent with previous literature. This research has implications for the effectiveness of implementation intentions, as well as opportunities for further replication in a novel research area.

Disentangling the process of epistemic change: The role of epistemic volition

BACKGROUND

Many interventions on epistemic beliefs (i.e., individual beliefs about knowledge and knowing) are based on Bendixen and Rule's Integrative Model for Personal Epistemology Development. Empirically, however, the model is still insufficiently validated. This is especially true for its epistemic volition component - a will or desire to actively change one's beliefs.

AIMS

To experimentally scrutinize the role of epistemic volition, we investigated (incremental) effects on epistemic change of an epistemic volition intervention.

SAMPLE

412 psychology students enrolled at German universities completed the study.

METHODS

We employed a randomized pre-post design with three experimental groups that differed in the administered epistemic volition and resolvable controversies interventions. The purpose of the latter was to initiate an epistemic change process, thereby laying the foundation for the epistemic volition intervention. Both data collection and interventions were conducted online. In addition to self-report measures, we applied a complementary source evaluation task to analyse epistemic change.

RESULTS

Even though we found small- to medium-sized changes in epistemic beliefs, these changes did not differ between experimental conditions. Exploratory analyses suggested, however, that source evaluation task performance might have been promoted by the epistemic volition intervention and that - across experimental groups - manipulation check measures on both interventions interacted positively.

CONCLUSION

Ultimately, we failed to separate the effects that our epistemic volition intervention had on epistemic change from these of the resolvable controversies intervention. Nonetheless, our study makes some strong contributions to - and interconnects - the growing bodies of research on epistemic change and multiple source use.

Implementation Intentions Related to Self-Regulatory Processes Do Not Enhance Learning in a Multimedia Environment

Learners face various obstacles during learning from illustrated texts that can be conceptualized against the backdrop of frameworks of self-regulated learning. According to these frameworks, for learning to be successful, students must use appropriate cognitive strategies, hold adequate self-efficacy beliefs, and invest sufficient effort in learning. We investigated whether implementation intentions (if-then-plans) relating to these self-regulatory processes improve learning in a multimedia environment and whether they differ in their effectiveness depending on the self-regulatory process that they address. Learners were either asked to internalize an implementation intention relating to cognitive strategies, self-efficacy beliefs, or effort, or they did not receive any instructional support (control condition). Then, they learned about a mechanical system from a multimedia message and finally were tested on the learned contents. Contrary to expectations, none of the implementation intentions increased learning outcome, compared with the control condition, nor did the conditions differ from each other. However, implementation intentions interacted with the self-efficacy beliefs that learners already held. Higher self-efficacy beliefs were associated with better learning outcome, unless learners received an implementation intention telling them to use a multimedia-specific cognitive strategy. Interfering cognitive processes are discussed as a possible explanation for this interaction. In summary, implementation intentions should be further investigated and optimized before they can be implemented in real-life learning contexts.

Planning and Performance in Small Groups: Collective Implementation Intentions Enhance Group Goal Striving

There are two key motivators to perform well in a group: making a contribution that (a) is crucial for the group (indispensability) and that (b) the other group members recognize (identifiability). We argue that indispensability promotes setting collective (“We”) goals whereas identifiability induces individual (“I”) goals. Although both goals may enhance performance, they should align with different strategies. Whereas pursuing collective goals should involve more cooperation, pursuing individual goals should involve less cooperation. Two experiments support this reasoning and show that planning out collective goals with collective implementation intentions (cIIs or “We-plans”) relies on cooperation but planning out individual goals with individual implementation intentions (IIs or “I-plans”) does not. In Experiment 1, three-member groups first formed a collective or an individual goal and then performed a first round of a physical persistence task. Groups then either formed a respective implementation intention (cII or II) or a control plan and then performed a second round of the task. Although groups with cIIs and IIs performed better on a physical persistence task than respective control groups, only cII groups interacted more cooperatively during task performance. To confirm the causal role of these interaction processes, Experiment 2 used the same persistence task and manipulated whether groups could communicate: When communication was hindered, groups with cIIs but not groups with IIs performed worse. Communication thus qualifies as a process making cIIs effective. The present research offers a psychology of action account to small group performance.

The down-regulation of disgust by implementation intentions: experiential and physiological concomitants

Emotion regulation plays a key role in mental health and psychopathology. Therefore, it seems important to develop effective forms of emotion regulation. Implementation intentions are if-then plans that help people attain their self-regulatory goals. Perspective-taking and response-focused implementation intentions have been shown to reduce feelings of unpleasantness and arousal, respectively, in response to briefly presented disgusting pictures. The present study addressed the open research questions whether forming these types of implementation intentions is effective in regulating affect during prolonged presentation of disgusting pictures, and whether it is associated with changes in physiological arousal. Eighty-one participants viewed disgusting, neutral, and pleasant pictures of 6 s duration under four instructions: the goal intention to not get disgusted, this goal intention furnished with a perspective-taking or a response-focused implementation intention, and no emotion regulation instructions. The dependent variables were ratings of disgust, valence, arousal, and electrodermal activity. Only perspective-taking implementation intention participants significantly reduced their disgust and unpleasantness as compared to goal-intention and control participants. Arousal and skin conductance did not significantly differ between conditions. The effectiveness of response-focused but not perspective-taking implementation intentions seems to be substantially reduced during sustained exposure duration.

Increasing the effectiveness of the Diabetes Prevention Program through if-then plans: study protocol for the randomized controlled trial of the McGill CHIP Healthy Weight Program

Background

The Diabetes Prevention Program (DPP) is highly effective in promoting weight loss in overweight and obese individuals. However, one-on-one DPP sessions are costly. As a cost-saving alternative, a group version of the DPP, called Group Lifestyle Balance program (GLB), has been developed but has been shown to be less effective. The aim of this two-arm parallel randomized controlled trial is to increase the effectiveness of the GLB by integrating habit formation techniques, namely if-then plans and their mental practice, into the program.

Methods/Design

A total of 154 participants will be randomized to a standard or enriched GLB program. For the enriched GLB program, if-then plans and their mental practice will be integrated into the standard GLB program. Participants will be overweight or obese men and women (BMI of 28 to 45 kg/m², waist circumference ≥ 88 for women, ≥ 102 for men, 18 to 75 years of age) who do less than 200 minutes of self-reported moderate or vigorous exercise per week. Measures will be completed at baseline, 3 months, post-intervention (12 months), and 12 months post-intervention (24 months). The primary outcome measure is weight loss at 3, 12, and 24 months. Secondary outcomes include percent reaching weight loss goal, physical activity at 3, 12, and 24 months, and weight-related risk factors (waist circumference, hemoglobin A1c, systolic/diastolic blood pressure, total cholesterol/HDL ratio). Standardized training of the life-style coaches, use of standardized manuals, and audio taping and reviewing of the sessions will ensure intervention fidelity.

Discussion

The study will provide evidence-based data on the effectiveness of an enhanced GLB intervention in promoting weight loss and in reducing weight-related risk factors for chronic health problems. Ethical clearance has been received from the Research Ethics and Compliance Board of the Faculty of Medicine Research and Graduate Studies Office at McGill University (Montreal, Canada).

Trial registration

ClinicalTrials.gov Identifier: NCT02008435. Registered 6 December 2013.

Implementation intention and action planning interventions in health contexts: state of the research and proposals for the way forward

The purpose of this paper is to provide an overview of the literature on two planning intervention techniques in health behaviour research, implementation intentions and action planning, and to develop evidence-based recommendations for effective future interventions and highlight priority areas for future research. We focused our review on four key areas: (1) definition and conceptualisation; (2) format and measurement; (3) mechanisms and processes; and (4) design issues. Overall, evidence supports the effectiveness of planning interventions in health behaviour with advantages including low cost and response burden. There is, however, considerable heterogeneity in the effects across studies and relatively few registered randomised trials that include objective behavioural measures. Optimally effective planning interventions should adopt "if-then" plans, account for salient and relevant cues, include examples of cues, be guided rather than user-defined, and include boosters. Future studies should adopt randomised controlled designs, report study protocols, include fidelity checks and relevant comparison groups, and adopt long-term behavioural follow-up measures. Priority areas for future research include the identification of the moderators and mediators of planning intervention effects. Future research also needs to adopt "best practice" components of planning interventions more consistently to elucidate the mechanisms and processes involved.

Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom

Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.

A qualitative study of psychological, social and behavioral barriers to appropriate food portion size control

Background

Given the worldwide prevalence of overweight and obesity, there is a clear need for meaningful practical healthy eating advice - not only in relation to food choice, but also on appropriate food portion sizes. As the majority of portion size research to date has been overwhelmingly quantitative in design, there is a clear need to qualitatively explore consumers’ views in order to fully understand how food portion size decisions are made. Using qualitative methodology this present study aimed to explore consumers’ views about factors influencing their portion size selection and consumption and to identify barriers to appropriate portion size control.

Methods

Ten focus groups with four to nine participants in each were formed with a total of 66 persons (aged 19–64 years) living on the island of Ireland. The semi-structured discussions elicited participants’ perceptions of suggested serving size guidance and explored the influence of personal, social and environmental factors on their food portion size consumption. Audiotapes of the discussions were professionally transcribed verbatim, loaded into NVivo 9, and analysed using an inductive thematic analysis procedure.

Results

The rich descriptive data derived from participants highlight that unhealthy portion size behaviors emanate from various psychological, social and behavioral factors. These bypass reflective and deliberative control, and converge to constitute significant barriers to healthy portion size control. Seven significant barriers to healthy portion size control were apparent: (1) lack of clarity and irrelevance of suggested serving size guidance; (2) guiltless eating; (3) lack of self-control over food cues; (4) distracted eating; (5) social pressures; (6) emotional eating rewards; and (7) quantification habits ingrained from childhood.

Conclusions

Portion size control strategies should empower consumers to overcome these effects so that the consumption of appropriate food portion sizes becomes automatic and habitual.

Effects of Implementation Intentions on Anxiety, Perceived Proximity, and Motor Performance

Anxiety leads to exaggerated perceptions of distance, which may impair performance on a physical task. In two studies, we tested one strategy to reduce anxiety and induce perceived proximity to increase performance. We predicted implementation intentions that reduce anxiety would increase perceived visual proximity to goal-relevant targets, which would indirectly improve performance. In two studies, we induced performance anxiety on a physical task. Participants who formed implementation intentions to reduce anxiety perceived goal-relevant targets (e.g., golf hole, dartboard) as physically closer and performed better than both participants without a strategy (Study 1) and participants with only a goal to regulate anxiety (Study 2). Furthermore, perceived proximity improved performance indirectly by increasing subjective task ease (Study 2). Results suggest that implementation intentions can reduce anxiety and lead to perceived proximity of goal-relevant targets, which helps perceivers make progress on goals.

Using implementation intentions to overcome the effect of mood on risky behaviour

Two experiments investigated whether forming an if-then plan or implementation intention could break the link between mood and risky behaviour. In Expt 1, participants planned how to deal with unpleasant moods. Next, as part of an ostensibly unrelated experiment, participants underwent a disguised mood induction before rating their willingness to perform a series of risky behaviours. Unpleasant mood increased subsequent risk willingness among participants who did not form a plan but did not influence risk willingness among participants who formed an implementation intention. In Expt 2, mood arousal was manipulated and participants then undertook a gambling task. One-half of the sample formed implementation intentions that focused attention on the odds of winning. Greater arousal led to more risky betting among control participants. However, forming an implementation intention promoted good risk awareness and, consequently, shielded participants' task performance from the effects of arousal. Taken together, the findings suggest that people can strategically avoid the detrimental effect of unpleasant mood and arousal on risk by forming implementation intentions directed at controlling either the experience of mood or the risky behaviour.

Implementation Intentions and Shielding Goal Striving From Unwanted Thoughts and Feelings

Forming an implementation intention or “if-then plan” promotes the attainment of different types of goals (Gollwitzer, 1999; Gollwitzer & Sheeran, 2006). So far, research on implementation intentions has focused on the initiation of goal striving, whereas the issue of shielding of ongoing goal striving has been largely neglected. In two field experiments concerned with dieting (Study 1) and athletic goals (Study 2), goal shielding was supported by implementation intentions geared at controlling potentially interfering inner states (i.e., cravings for junk food in Study 1, and disruptive thoughts, feelings, and physiological states in Study 2). In both experiments, forming if-then plans enhanced the rate of goal attainment. Thus, implementation intention formation can be used to promote the realization of desired outcomes not only by facilitating getting started with goal striving but also by preventing goal striving from straying off course.