Mental contrasting with implementation intentions increases study time for university students

Bibliographic Data

ID9616291
AuthorsMelinda Clark (Department of Psychology Macquarie University Sydney New South Wales Australia), Anthony Miller (0000-0003-2271-4728, Department of Psychology Macquarie University Sydney New South Wales Australia), Anthony C Miller (0000-0001-8674-741X, Macquarie University), Jamie Berry (0000-0001-6560-2457, Department of Psychology Macquarie University Sydney New South Wales Australia, corresponding author), Ken Cheng (0000-0002-4913-2691, Department of Biological Sciences Macquarie University Sydney New South Wales Australia)
Year2021
Volume91
Issue3
Pages850-864
Publication date2021-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12396
PMID33315247
OpenAlexW3111451111
LanguageEN
Citations received4
References cited47

BACKGROUND: Goal setting is a core aspect of human behaviour that drives action. The intention to achieve one's goals, however, does not necessarily translate into desired outcomes. Although the mental contrasting with implementation intentions (MCII) strategy has demonstrated strong efficacy, limited investigations have been conducted in a university academic goal-setting context. AIMS: The current study sought to investigate the efficacy of MCII in facilitating academic goal attainment in university students. METHOD: Fifty-eight students from Macquarie University, Australia, were randomly allocated to either MCII or stress management training, and were assessed on their progress towards the target goal of increased hours of study four weeks later. Goal attainment scaling (GAS) facilitated the generation of tailored specific goals and was the primary outcome measure. RESULTS: An analysis of covariance indicated that students trained in MCII achieved significantly better goal outcomes than those trained in stress management for both broad (p = .038) and course- or unit-specific (p = .005) study goals. CONCLUSIONS: Results highlight the efficacy of using MCII and GAS in combination to promote increased study time for university students

Context (archaeology) · Goal Attainment Scaling · Higher education · Self-efficacy · Applied Psychology · Behavioral Health and Interventions · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Sport Psychology and Performance

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