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The current study aims to investigate two potential interventions (i.e., cognitive dissonance and action planning) for inducing behavior change for behaviors important to college students-studying and exercise. In addition, this study will investigate factors that may impact behavior change, such as psychological and neuropsychological variables, to better understand how to bridge the intention-behavior gap.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Cognitive Dissonance | Experimental | After reading the materials about their chosen behavior, participants will be asked write an essay about their behavior of choice (studying/exercising). For this essay they will be asked to imagine that they have reached their ideal level of academic achievement/fitness, describe what this would look and feel like, and reflect on how this would impact how they view themselves, their relationships, and their day to day life. |
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| Action Planning | Experimental | After reading the materials about their chosen behavior, participants will be asked to make a detailed plan for the following two weeks based on the following items taken from a study by Sniehotta and colleagues (2004): 1) when to complete studying/exercise, 2) where to complete studying/exercise, 3) how to complete studying/exercise (e.g., what types of exercise- cardio, class, etc. or what types of studying activities- reading, taking notes, creating outlines, etc.), and 4) how often to complete studying/exercise. Participants will be given a calendar as an aid to planning their behavior. |
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| Reflection (Control Condition) | Placebo Comparator | After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Cognitive Dissonance | Other | After reading the materials about their chosen behavior, participants will be asked write an essay about their behavior of choice (studying/exercising). For this essay they will be asked to imagine that they have reached their ideal level of academic achievement/fitness, describe what this would look and feel like, and reflect on how this would impact how they view themselves, their relationships, and their day to day life. |
| Measure | Description | Time Frame |
|---|---|---|
| International Physical Activity Questionnaire | Participants who choose to change their exercising behavior will be administer only this outcome measure; therefore, all participants only complete 1 primary outcome measure. | Change from baseline to 4 weeks |
| Studying Questionnaire | Participants who choose to change their studying behavior will be administered only this outcome measure; therefore, all participants only complete 1 primary outcome measure. | Change from baseline to 4 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| Distress Intolerance Index | Measure of distress intolerance. | Change from baseline to 4 weeks |
| UPPS Impulsive Behavior Scale (UPPS) | Self-report measure of impulsivity. |
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Inclusion Criteria:
Exclusion Criteria:
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| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 31676201 | Derived | Patten EA, Kredlow MA, Szuhany KL, Keshishian AC, Otto MW. Catching As and Zs: poor sleep quality predicts failures to increase studying time. Sleep Health. 2020 Feb;6(1):15-18. doi: 10.1016/j.sleh.2019.09.001. Epub 2019 Oct 31. |
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| ID | Term |
|---|---|
| D009043 | Motor Activity |
| ID | Term |
|---|---|
| D001519 | Behavior |
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| Action Planning | Other | After reading the materials about their chosen behavior, participants will be asked to make a detailed plan for the following two weeks based on the following items taken from a study by Sniehotta and colleagues (2004): 1) when to complete studying/exercise, 2) where to complete studying/exercise, 3) how to complete studying/exercise (e.g., what types of exercise- cardio, class, etc. or what types of studying activities- reading, taking notes, creating outlines, etc.), and 4) how often to complete studying/exercise. Participants will be given a calendar as an aid to planning their behavior. |
|
| Reflection (Control Condition) | Other | After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read. |
|
| Change from baseline to 4 weeks |
| Penn State Worry Questionnaire (PSWQ) | Self-report measure of worry. | Change from baseline to 4 weeks |
| Self-Control Scale (SCS) | Perceived self-control measure. | Change from baseline to 4 weeks |
| Delay Discounting Questionnaire | Monetary choice task. | Change from baseline to 4 weeks |
| Pittsburgh Sleep Quality Index (PSQI) | Self-report measure of sleep quality for the past month. | Change from baseline to 4 weeks |
| Center for Epidemiological Studies Depression Scale (CES-D) | Self-report measure of depressive symptoms. | Change from baseline to 4 weeks |
| Beck Anxiety Inventory (BAI) | Self-report measure of anxiety symptoms experienced in past week. | Change from baseline to 4 weeks |
| Generalized Self-Efficacy Scale | Self-report measure of perceived self-efficacy. | Change from baseline to 4 weeks |