Comparing mental contrasting with implementation intentions against solution-focused and autonomous planning.

Published on Mar 9, 2021in School Psychology International2.014
· DOI :10.1177/01430343211000399
Adam Abdulla1
Estimated H-index: 1
(RGU: Robert Gordon University),
Ruth Woods6
Estimated H-index: 6
(RGU: Robert Gordon University)
Sources
Abstract
Research suggests that mental contrasting with implementation intentions (MCII) enhances commitment and goal attainment. However, most studies have used limited comparison conditions. The present study compared MCII against two other potentially effective approaches: autonomous planning (AP), and solution-focused planning (SFP). It was thought that condition would have an indirect effect on goal progress by affecting commitment. However, goal attainment expectancy was hypothesised to be a moderator such that MCII has positive effects when expectancy is high but negative effects when expectancy is low. Ninety-eight female students were randomly assigned to one of three conditions: 1) MCII, 2) AP, or 3) SFP. All students initially set themselves a goal for the coming week regarding personal projects. Mean commitment and goal progress were marginally higher in the MCII condition than in the AP and SFP conditions but the differences were not statistically significant and (as predicted) much smaller than in previous research. Expectancy did not appear to have a moderating effect. The apparent benefits of MCII were larger relative to AP than to SFP. Results suggest that MCII may be no more effective than other approaches to goal-setting and planning, particularly if they are evidence-based and carefully-designed. Implications for schools are addressed.
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Abstract Academic underachievement is a problem for both our education system and general society. Setting personal goals has the potential to impact academic performance, as many students realize through reflection that studying is a path towards realizing important life goals. Consequently, the potential impact of a brief (4-6 hours), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) wa...
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#1Ainslea Cross (University of Derby)H-Index: 5
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ABSTRACTMental contrasting is a self-regulation imagery strategy that involves imagining a desired future and mentally contrasting it with the present reality, which is assumed to prompt the indivi...
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#1Sandra Wittleder (NYU: New York University)H-Index: 2
#2Andreas Kappes (University of Oxford)H-Index: 11
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Introduction. Drinking alcohol has detrimental health consequences, and effective interventions to reduce hazardous drinking are needed. The self-regulation intervention of Mental Contrasting with Implementation Intentions (MCII) promotes behavior change across a variety of health behaviors. In this study, we tested if online delivery of MCII reduced hazardous drinking in people who were worried about their drinking. Method. Participants (N = 200, female = 107) were recruited online. They were r...
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#1Julia Roick (MLU: Martin Luther University of Halle-Wittenberg)H-Index: 7
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Abstract Research on the role of learning strategies and self-efficacy for mathematics performance in higher education is sparse, especially if cognitive and metacognitive strategies are considered. In response, the current study investigated the associations between these variables with a sample of 206 university students in the context of a two-semester math course. Self-efficacy measured after one semester (t2) was positively related to both cognitive and metacognitive strategy use at the beg...
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ABSTRACT Background Following through on one's goals to study is essential for effective, self-regulated learning. This can be difficult for residents because of clinical demands and limited personal time. WOOP (Wish, Outcome, Obstacle, Plan) is a self-regulation strategy, also known as mental contrasting with implementation intentions. WOOP increases follow-through on goals in many domains, although it has not, to our knowledge, been evaluated in medical education. Objective We compared the eff...
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Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if–then plans ...
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In therapeutic conversations, questions can be considered as interventions in their own right. This study is a cross-cultural replication of Grant (Journal of Systemic Therapies, 2012, 31, 2, 21) study on the effects of different types of questions on various clinically relevant variables. A total of 204 students of a Spanish university described a real-life problem that they wanted to solve and were then randomly assigned to either a solution-focused or a problem-focused questions condition. Be...
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Abstract null null Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the form of persistence, task strateg...
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