Exam One Flashcards
(110 cards)
1
Q
How is self regulation more than the effort full inhibition of impulses?
A
It is the process of advancing distal motivations rather than proximal motivations when the two are in contrast (long vs. short term)
2
Q
The Hoffman study
A
Gave people PDAs and beeped them at random, asking them if there was one thing they want at the moment, and 70% of the time (out of 8 beeps), people reported that there was a desire. On42% of the occasion, they didn’t actually act in accordance with the desire; so resistance is very common too POINT: it’s important to study self control because people are experiencing desires and regulation of those desires frequently
3
Q
Why do we study self regulation?
A
The failure to regulate our desires can be traced to the majority of problems in western society (addictions, criminal activity, teen pregnancy, infidelity, etc.) It is common to have desires and to resist those desires It is also related to positive outcome (I.e. School and work performance, health behaviors, not having the common colds of psychology)
4
Q
Goals
A
-the starting point of the willful control of action -internal representations of desired states, where states are broadly construed as outcomes, events, or processes -goals are also known as: goal intentions, behavioral intentions, personal standards, needs, motives, etc. Think of them as mental representations of desired outcomes, where outcomes are consequences that accrue from many and often varied actions (I.e. Weight loss is an outcome, not an action)
5
Q
Research on goals can be broadly divided into theories and studies of (3 things)
A
Goal setting (you decide what your goal is) Goal contents(you decide how you go about realizing that goal) Goal striving(you persevere in achieving the goal and acting in accordance with the goal contents)
6
Q
Major theories of goal setting in social and health psychology include:
A
Social cognitive theory Protection motivation theory Theory of planned behavior
7
Q
Social cognitive theory
A
Interplay of: Self efficacy Outcome expectancies (physical, social, or self evaluative) Proximal goals Impediments Behavior
8
Q
Self efficacy (social cognitive theory)
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One’s beliefs about one’s capacity to execute a response -how confident are you that you can do something, given obstacle X?
9
Q
Example of self efficacy question (SCT)
A
How confident are you that you can stick to you low carb diet, even when there are tempting snacks around? Not at all confident-extremely confident
10
Q
In what way is self efficacy NOT optimism in general?
A
-you may be confident that you can exercise but not confident that you can play the guitar -there has to be a point of reference; it is goal specific
11
Q
Proximal goals
A
Intentions, decisions, what one aims to do and how determined one is to do it (level, commitment) -in other words, people’s decisions or intentions related to the goal: what is it that you aim to do to achieve the distal goal, and how committed are you to doing it?
12
Q
Proximal goals example
A
-starting tomorrow, I intend to stick to a low carb diet Definitely will not-definitely will
13
Q
Outcome expectancies (SCT)
A
One’s beliefs about the consequences of actions What you believe will happen if you achieve a goal
14
Q
Example of outcome expectancies item
A
Sticking to a low carb diet will reduce my weight Very unlikely-very likely
15
Q
Impediments (SCT)
A
The more impediments you perceive, the les likely you are to create long term, more ambitious goals If you’re confident that you can do something, you don’t see impediments as looming as large and are more likely to set a goal
16
Q
Physical outcome expectancies
A
I’ll get fit, I’ll feel better, I’ll be more physically happy, I’ll be more healthy, etc.
17
Q
Social outcome expectancies
A
God for building relationships, I’ll get a boyfriend, etc.
18
Q
Self evaluative outcome expectancies
A
I’ll be happier, I’ll look better, I’ll feel good about myself, etc.
19
Q
Accuracy of perceptions and goal theory
A
We don’t care about accuracy of expectancies or self efficacy; we care about how they relate to intention or motivation to achieve those outcomes
20
Q
Self efficacy is associated with…?
A
-Setting higher standards in relation to goals -Greater effort, persistence and concentration -Adopting a flexible approach to overcoming problems -Treating errors as learning experiences -Lower stress arousal -Fewer intrusive negative thoughts and greater success visualization
21
Q
Protection Motivation Theory
A
How do we respond to dangers, hazards, or threats? What makes us motivated to protect ourselves, literally? -not generalized like SCT or TPB, but it refers only to those behaviors where the failure to act could be dangerous -has most often been related to health behaviors *protection motivation* is just a fancy way of saying intention (specifically to protect ourselves)
22
Q
Concepts of protection motivation theory
A
Threat appraisal Vulnerability Severity Fear/worry Coping appraisal Response efficacy Self efficacy Response costs
23
Q
Threat appraisal and threat coping
A
You have to appraise a threat Depends on how vulnerable you feel to the threat, how severe you believe the threat to be, and how fearful or worried you are about the threat and appraise how you will manage and deal with that threat Depends on response efficacy (how effective you think a response will be in reducing harm), self efficacy (how effectively you think you can do that response), and response costs (your perception of the advantages or disadvantages of undertaking the recommended action)
24
Q
Perceived vulnerability (PMT)
A
One’s beliefs about the likelihood of experiencing disease or harm -often, the people who are objectively the most vulnerable often think that they are in little risk, but it is PERSONAL perception of vulnerability that matters in terms of predicting how one will respond
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Perceived vulnerability example item
How likely is it that you will develop diabetes? (Very unlikely-very likely)
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Perceived severity (PMT)
You have to not only think it's likely but also seriously Seriousness is divided into two factors: Serious in a physical nature? Debilitating? Will it interfere with valued social roles?
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Fear (PMT)
-negative affective responses concerning the possibility of experiencing disease or harm When we see a bear, we don't just think "the bear is dangerous. It would be serious if it mauled me" We also experience an affective reaction; so the pairing of affect what responses is what is important
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Perceived severity example item
Diabetes is a serious medical condition (Strongly disagree-strongly agree)
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Fear example item
I am afraid that I may develop diabetes (Strongly disagree-strongly agree)
30
Response efficacy
-one's beliefs about the extent to which a recommended action will reduce the risk of disease or harm The first and most crucial thing is that you have to believe that there is something you can do (Important thing again is the belief, not the reality) I.e. Do we believe exercise has medical benefits?
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Response efficacy example item
How likely is it that moderate exercise 3-5 times per week will reduce your risk of developing diabetes? (Very unlikely-very likely)
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Response costs
One's beliefs about the costs of undertaking the recommended action
33
Response costs example item
I would not enjoy undertaking moderate exercise 3-5 times per week from now on (Definitely no-definitely yes)
34
Does changing threat appraisal change intentions?
We don't know because most data is correlational Most interventions do not directly test the causal impact of beliefs but: -focus on whether not why behavior changes -beliefs often are not measured -role of change in any particular belief is unclear
35
Criteria for assessing causal impact of appraisals on intention
X causes Y if changing X changes Y 1. Random assignment to belief treatment versus control condition 2. Treatment engenders a significant change in belief compared to control condition 3. Comparison of subsequent intention for treatment versus control conditions
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Method for assessing causal impact of appraisals on intention
MECHANISM Meta CHange ANalysIS Method -quantify effects on outcomes across studies that meet these criteria
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MECHANISM for threat appraisal study methodology (Sheeran, Harris, & Epton, 2014)
-Computed Cohen's d for intention and behavior for 239 articles that met inclusion criteria -coded whether interventions engendered significant increases in each belief about threat as well as response efficacy, self efficacy, and response costs
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MECHANISM for threat appraisal study results (Sheeran, Harris, & Epton, 2014)
For those studies that significantly increased threat appraisal among treatment condition as compared to control condition: -difference in actual behavior is small, but still present and positive -so changing threat appraisal has some effect, albeit small People's beliefs about the severity of the illness tends to be really important; so heightening threat appraisal changes key health behaviors
39
Does changing more than one belief about threat engender larger effects on outcomes?
When you increase perception of risk and increase perception of severity, the effect size gets larger for worry/fear
40
Theory of planned behavior
-started from trying to figure out why people only sometimes act consistently with their attitudes (LaPierre study with the Asian couple)
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TPB concepts
Attitude -outcome belief X evaluations of outcome Subjective norm -normative beliefs X motivation to comply Perceived Behavioral Control -Control beliefs X perceived facilitating or inhibiting power Intention Behavior
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Attitude (TPB)
One's overall evaluation of the consequences of performing the behavior I.e. For me, texting while driving would be: Then give some semantic differentials: Good.......bad Foolish.......wise Pleasant......unpleasant Harmful.......beneficial
43
Subjective norm (TPB)
One's perception of social pressure to act; beliefs about what others think you should do
44
Example of subjective norm item
Most people who are important to me think that I should or should not text while driving Think that I should-think that I should not
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Perceived behavioral control (TPB)
Perceptions of the ease vs difficulty of controllability of the behavior Basically, self efficacy
46
Perceived behavioral control (PBC) example item
For me, texting and driving would be Very difficult-very easy
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Key features of TPB
Sufficiency principle Principle of compatibility
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Sufficiency principle
-extraneous variables influence intentions and behavior via their influence on TPB variables -basically says, for more or less all behaviors, you just need to know the persons attitude, subjective norms, and perceived behavioral control in order to predict what they will do and moreover, age, gender, social class, personality variables will not predict behavior over and above these factors (may influence one of the factors of the model but it will not influence the behavior directly itself)
49
Principle of compatibility
Specification of same action, target, context, and time for all TPB constructs and behavior -there has to be compatibility between the measure of attitude and the measure of behavior -you have to specify the action, target, context, and time for both the behavior and the action (Ex. Eat pizza with my friends during the Super Bowl or Use a condom if I have sex with a new partner)
50
Outcome beliefs X evaluations of outcome
We weight our outcome beliefs based on how goo or bad we expect those outcomes to be
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Normative beliefs X motivation to comply
We weight our normative beliefs based on how motivated we are to comply with those beliefs
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Control beliefs X perceived facilitating or inhibiting power
We weight our control beliefs (how much control we have over a behavior-like driving without paying much attention) based on how much we believe that behavior with facilitate or inhibit the target behavior (like texting while driving) So if you believe that you cannot drive without paying much attention (control belief), then you may believe that your inability to drive without paying attention will inhibit(or lessen) the likelihood of texting while driving
53
Outcome beliefs example item
Texting while driving would keep me up to date with friends Unlikely-likely
54
Outcome evaluations example item
Keeping up to date with my friends would be Bad-good
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Normative beliefs example item
My friends think that I should text while driving Unlikely-likely
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Motivation to comply example item
With regard to texting while driving, I want to do what my friends think that I should do Unlikely-likely
57
Control beliefs example item
I can drive without paying much attention
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Perceived power example item
Driving without much attention makes texting while driving Less likely-more likely
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Additional sufficiency variables for theory of planned behavior
Descriptive norms Moral norm Self identity Anticipated affect/regret
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Descriptive norms
One's beliefs about the rates of performance of the behavior by other people Ex. Of the 5 people you know best, how many text while driving?
61
Moral norm
One's belief about the moral correctness or incorrectness of performing the behavior Ex. Texting while driving is against my ethical principals (agree/disagree)
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Self identity
Holding a self concept in a domain relevant to the behavior (e.g. Being a green consumer, healthy person) Ex. I am an online all of the time person (agree-disagree)
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Anticipated affect/regret
One's beliefs about the negative feelings that would accrue from not performing the behavior Ex. If I did not text while driving, I would regret it (agree-disagree)
64
Self regulation (aka self control)
The exercise of control over oneself, especially with regard to bringing the self in line with preferred standards -also about prioritizing two desirable goals, like long term vs short term goals (not just about choosing better goals from bad things)
65
control theory
* once a goal has been set it serves as a ‘reference value’ in a control system that compares the current rate of behaviour change (input function) against this point of reference.
* Goal systems are assumed to be organized hierarchically from
* self-relevant and highly important ‘be’ goals (e.g. I do not want to be a ‘smoker’), TO
* ‘do’ goals that are often related more closely to immediate gratification (e.g. I want to smoke a cigarette now).
* The more an action contributes to one or more higher-level goals, the more self-relevant it is.
* Consequently, successful self-regulation is—in part—the process of inhibiting a lower-level goal in favor of a higher-level goal.
* If a discrepancy between the reference value and current perception is detected, then the system signals to the person that they need to act in order to reduce the discrepancy (output function).
66
goal setting theory
* Goal-Setting Theory suggests that two dimensions of goals influence performance:
* difficulty-
* Specificity
* specific goals are more effective than general ‘do-your-best’ goals without a specific reference point
* taking into account self-efficacy (the perceived capability of per- forming a particular behavior), the relationship between goal difficulty and performance tends to be positive and linear;
* that is, the best performance occurs as a function of difficult rather than easy goals.
* This is because difficult goals present a challenge that people attempt to meet by mobilizing effort.
* Saturation is observed at very high levels of goal difficulty when people become more likely to give up
* Goal- Setting Theory is related closely to behaviour change techniques such as setting SMART (Specific, Measurable, Attainable, Realistic and Timely) goals
67
model of action phrases
* delineates a series of distinct phases to goal striving.
* 1st) pre-decisional phase-people deliberate over which goal to pursue and then form an intention.
* 2nd) pre-actional phase- people decide when, where and how to act.
* 3rd) action is initiated and maintained if necessary.
* Finally, the outcome of the action is evaluated against what was desired.
* therefore, one reason that people struggle to translate good intentions into action is that they fail to elaborate in sufficient detail how to go about performing the intended action
* An important task for successful goal striving is therefore specifying when, where and how to act.
Implementation intentions are viewed as the outcome of deliberations about when, where and how to act
* specific behavioural plans that identify both a good opportunity in which to act and a suitable response to that opportunity.
* Opportunity and response are then tied together in an ‘if–then’ format (e.g. ‘If I am offered a drink, then I will say “no thanks, I have to get up early tomorrow!")
68
strength model of self control
* self- regulation draws upon a limited resource
* The typical finding is that exerting self-control on the initial task leads to ‘ego-depletion’, such that the person is temporarily unable to exert self-control on the subsequent task (for examples in relation to addictive behaviors,
* To date, there have been two main approaches to this problem. Muraven et al. [46] trained self-control resources through practice.
* Participants were allocated randomly either to spend 2 weeks practicing self-control using one of three techniques (complete a regular food diary, maintain a good posture or maintain a positive mood) or to a no-exercise control group.
* Gailliot et al. bolstered self-control by providing blood glucose supplements.
* It was found that participants who consumed a glass of regular lemonade were better able to complete the Stroop task
69
health belief model
* designed to understand the likelihood that someone would perform a health protective behaviour (e.g. condom use).
* the probability that someone will perform a particular behaviour depends upon four factors:
* (i) the perceived threat of the disease that the behaviour might protect against (susceptibility and severity),
* (ii) the perceived effectiveness of the preventive behaviour (benefits and barriers),
* (iii) the person’s general health motivation and
* (iv) cues to action that reflect immediate situational determinants (e.g. warnings on cigarette packets).
70
elaboration likelihood model
* differs from the other reviewed theories in that the model does not propose theoretical constructs that purportedly drive behaviour change.
* Rather, the model delineates two routes by which people can be persuaded by an intervention, with the main outcome being level of message acceptance and, hopefully, changes in reference values
* The central route to persuasion involves careful scrutiny of the content of the intervention
* processing information in this way is effortful and will be undertaken only if the person has the ability and motivation to do so.
* If not, then people will tend to process intervention content via the second, peripheral, route where the extent of persuasion (and, thus, subsequent motivation for behaviour change) is determined by heuristic cues such as attitude towards the source (e.g. ‘Mr Jones says drugs are bad. I like Mr Jones. Therefore, I think drugs are bad’ [84], p. 725).
* Central processing of intervention content, while effortful, is deemed more likely to promote enduring behaviour change than persuasion for peripheral reasons [85] that is likely to promote transient and, consequently, unstable changes in beliefs.
71
prototype willingness model
* combines individual and social approaches to predicting behaviour.
* acknowledges the importance of individual beliefs such as attitudes in determining behaviour but also suggests that social variables such as images of the type of person who engages in different health risks (e.g. ‘the typical drinker is entertaining and carefree’) can have a direct influence on health risk behaviour
* In other words, social variables can influence behaviour relatively automatically, without instigating a corresponding change in beliefs.
* two routes to behaviour:
* a ‘reasoned’ pathway: similar to the TPB, and posits that attitudes and subjective norms combine to determine peoples’ intentions that, in turn, determine behaviour. Interventions based on this pathway are likely to target participants’ reference values
* ‘social reaction’ pathway: suggests that ‘prototype perceptions’ (images of what the type of person who engages in a particular behaviour is like and similarity of the image to oneself) influence ‘behavioural willingness’ that, in turn, determines behaviour.
* Behavioural willingness is the ‘recognition that one would be willing to engage in the behaviour under some circumstances’ and is distinct from, although correlated with, intention (as defined by the TPB) and behavioural expectation (perceived likelihood of actually performing the behaviour)
* The idea is that, although people may not intend to perform a particular behaviour, positive perceptions of the prototypical person who performs the behaviour may lead the person to be willing to act if supportive—or ‘risk conducive’—circumstances arise.
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difference between subjective norms and normative beliefs
Subjective norms: anything asking about general social perceptions (most people important to me)
Normative beliefs: anything asking about specific groups of people (my friends… my boyfriend… etc).
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goal setting theories assume...
Goal setting theories assume that desirability and feasibility considerations feed goal commitment (strength of intention) which, in turn, determines rates of goal attainment
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goal content theories
Goal content theories suggest that the type of goal matters for goal pursuit, goal attainment, and well-being
* The type of goal matters for goal pursuit, attainment, and well being
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The most extensively researched goal characteristics are
1. Abstract/general vs. concrete/specific goals
2. Approach vs. avoidance goals
3. Performance vs. mastery/learning goals
4. Intrinsic vs. Extrinsic goals
Self-determination theory
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abstract vs. concrete goals
* Abstract goals-BE goals, things you want to BE
* Concrete goals-DO goals, things you want to DO
77
what types of goals aid rates of goal attainment?
Broadly speaking, specific goals aid rates of goal attainment
◦for example, SMART goals (Latham, 2003): specific, measurable, action-oriented (or achievable), realistic (or relevant), time-bound
78
NC logging study
* Classic of goal setting
* Logging crews were randomly assigned to an abstract goal versus a concrete goal
* Telling people to do their best is really not a good idea
* Told people to do their best or told them to reach 100 cubic feet units per week
* There was more attainment in the concrete goal than the abstract
* So giving people an ambitious but specific goal
79
approach vs. avoidance goals
* Approach goals- doing something you want to do
* Avoidance goals-no doing something that you don't want to do
* They aren't simply opposites
* Approach goals involve securing desired outcomes, whereas avoidance goals involve averting undesired outcomes; approach and avoidance goals are not merely opposites
Approach goals involve specific endpoints and progress is easy to assess; the endpoint for avoidance goals is less clear, progress is harder to assess
80
how does goal distinction (approach or avoidance) have implications both for goal selection, goal attainment, and well-being
◦Approach orientation --\> select goals of medium difficulty
◦Avoidance orientation --\> select very high or very low difficulty goals
81
Approach/Avoidance Goal Effects on Goal Attainment and Well-Being
Undergraduates (N = 145) completed questionnaires 3 weeks into the semester, 4, 8, and 12 weeks later, and 1 week before the end of the semester
Participants selected 8 personal goals “for this semester” from a list of 51 approach (e.g., get good grades) and avoidance goals (e.g., not let my parents down); proportion of avoidance goals was computed (M = 22.4%)
Performance on each goal was measured at Times 2-4: How well they thought they were doing on each goal (9-point scale: not at all-very); scores were averaged across time.
Well-being (Time 5) was measured by PANAS and SWLS
82
mediational model (Approach/Avoidance Goal Effects on Goal Attainment and Well-Being)
avoidance goals negatively correlated with goal attainment, which is positively correlated to wellbeing.
so avoidance goals only improve wellbeing when the goals are achieved, which isn't often.
83
performance vs. mastery goals
* Performance goals-demonstrating competence on tests or as compared to others
* Mastery goals: achievement is about learning new skills
* Research on achievement goals distinguishes between
◦Performance goals: achievement is about demonstrating competence on tests or compared to others
◦Mastery goals: achievement is about learning new skills
84
Compared to performance goals, mastery goals
◦Produce greater desire for challenge
◦Increase engagement and intrinsic motivation
◦Foster adaptive attributions for failure, and less negative affect
◦Improve rates of goal attainment
85
fixed versus incremental
Adoption of performance vs. mastery goals may depend on beliefs about the malleability of ability (fixed vs. incremental)
Fixed: ability is fixed; it is innate; we have no control over it
Incremental: it is not fixed; I can change it; I have control over how well I can do in this thing
86
which is better, performance or mastery goals?
◦Both goals may be necessary (Harackiewicz et al., 1998)
◦Need to integrate performance/mastery and approach/avoidance distinctions (performance-approach goals, performance-avoidance goals, mastery-approach goals, mastery-avoidance goals)
87
performance approach vs. performance avoidance
There is some evidence that performance-approach goals (e.g., “My goal is to do better than my classmates”) improve outcomes, whereas performance-avoidance goals (“My goal is to avoid doing worse than my classmates”) reduce outcomes
The distinction between performance approach vs. performance avoidance goals also explains the lack of impact of competition on task performance (Murayama & Elliot, 2012)
88
intrinsic goals
Intrinsic goals are undertaken for their own sake whereas intrinsic goals are undertaken for a reward (approval, money)
Intrinsic goals engender greater task enjoyment, persistence, and performance
89
why can extrinsic rewards undermine motivation
◦Because interest in the task is attributed to the reward (the “overjustificaton effect”)
◦Because rewards can violate basic needs for
Competence: Need to interact effectively with one’s environment
Autonomy: Need to freely choose one’s activities
Relatedness: Need for closeness to and intimacy with others
90
Intrinsic vs. Extrinsic Goals and Well-Being
| (Kasser & Ryan, 1993)
Three correlational studies of well-being (118 \< Ns \< 198)
Four goals were rated on importance and likelihood
◦Financial success (e.g., “You will have a job with high status”)
◦Affiliation (e.g., “You will have good friends you can count on”)
◦Community feeling (e.g., “You will help people in need”)
◦Self-acceptance (e.g., “You will know and accept who you really are”)
◦
Well-being was measured by
◦Self-actualization, vitality, depression, anxiety, global functioning, behavior disorders
There were significant negative associations between ratings of financial success for16/18 measures of well-being vs. 25/54 positive associations for the intrinsic ratings
91
Which is more important: Intrinsic vs. extrinsic reasons for pursuing goals or intrinsic vs. extrinsic goal contents?
Participants were presented with three intrinsic goals (intimacy, growth, community contribution) and three extrinsic goals (fame/popularity, attractiveness, financial success)
Reasons for pursuing goals were rated
1. Intrinsic motivation (e.g., “because of the enjoyment or stimulation that the goal would provide”)
2. Identified motivation (e.g., “because you really identify with the goal’)
3. Introjected motivation (e.g., “because you would feel guilty, ashamed or anxious if you did not have this goal.
4. Extrinsic motivation (e.g., “because of external rewards such as money that the goal will produce”)
[(1+2)-(3+4) indexes autonomous vs. controlled motivation]
DV = expected happiness provided by the goal
RESULTS
Autonomous reasons explained 25% of the variance in expected happiness (Beta = .50, p \< .01); extrinsic content explained 5% of the variance (Beta = -.26, p \< .01).
A recent meta-analysis supported the predictive validity of autonomous motivation for health behaviors
92
goal intentions as predictors of goal attainment
Goal intentions are self-instructions to perform particular behaviours or obtain desired outcomes (“I intend to achieve/doX!”; Triandis, 1980) and are the key predictors of goal attainment according to leading theories
\*sheerans work proves otherwise-that there is huge discrepancy between intention and behavior
93
Four lines of evidence on predictive validity
## Footnote
* Meta-analysis of prospective correlational tests
* Decomposing rates of performance by intention
* Simulating interventions that change intention
* Meta-analysis of interventions that change intention
94
the behavior intention gap
* He did a meta analysis of meta analyses
* Correlation was .53 for intention and behavior
* Starting with data on cnacer screening, found all the studies we could wehere he could dichotomous intention to people who intended to do something and those who did not intend to do something
If you don’t intend to do anything, you are really good at actually not doing that thing; you wont do it
For those who intend to act, half of them hfail to do so
Nonintenders are th ones who are driving the strength of relationship between intention and behavior (which explains the .53 of the meta analysis of metaanalyses)
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Simulating Interventions that Increase Intentions (Fife-Schaw, Sheeran, & Norman, 2007)
-Compared actual rate of performance with statistical simulations of rate if an intervention maximized intention scores (TPB study of 30 behaviors, N = 211)
* Impact of political knowledge and whether or not they vote
* Also wanted to estimate how improving political knowledge would increase or decrease voting
* Simulated the same thing with their intention data
* Its an improvement, but even still there is a gap between the intention and behavior because even at maximized intention scores, you couldn’t get a guarantee that they'll actually behave in line with their intentions
96
Meta-Analysis of Interventions that Change Intention (Webb & Sheeran, 2006, see also Rhodes & Dickau, 2012)
Took studies that were successful in changing intentions
Interventions that sought to change intention were really rather good at it (medium to large)
It only led, however, to a small to medium change in behavior
Even a very substantial change in intention only leads to a small to medium change in behavior
97
The magnitute of the intention behavior gap has two processes:
* How much control do you really have over the behavior?
* The less actual control you had, the better you achieve or the more likely that you actually did the behavior
* So there may be unforeseen obstacles that affect how much control we have over the behavior, that we do not predict or that do not relate to intention
* Time between measurement of intention and behavior
98
time intervals in the intention-behavior gap
The time interval between measuring intention and behavior. Consistent with this idea, time interval (weeks) had a negative association with the intention-condom use correlation (r = -.59; Sheeran & Orbell, 1998)
99
attitude as moderator of intention and behavior
* Attitudes are a better predictor of intentions than subjective norms
* In other words, those whose intentions are closely related to their own views of the behavior are more likely to act than those whose intentions are closely related to subjective norms
100
self schemas as moderator of intention and behavior
* Self schemas-ratings for which domains describe ourselves or are important to our view of ourselves (i.e. faith)
* The more the intention is related to self schemas, the greater the relationship between intention and action
101
moral norms as moderators of intention -behavior
Moral norms- when intention is related to your personal ideas of obligational and moral responsibilities; will be more related to your behavior
102
anticipated regret as a moderator of the intention-behavioral gap
Anticipated regret-The more you think you'll regret not doing a behavior, the more likely you are to do that behavior
103
properties of intention
* Certainty- how likely are you to change your mind, how certain are you of your intention to do this thing; ask people to make a judgment about the certainty of their own intentions
* Accessibility- measured by how quickly people respond to intention questions
* Give a series of control questions to contorl for how quickly people read
* So you always covary processing speed in your analyses
* The quicker people respond, the more likely they are to turn their intention into action
* Temporal stability of intention-maybe ou can measure in advance how stable people's intentions are liable ot be and then see if that predicts how well intention maps into beahvior
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temporal stability
-Temporal stability of intention (TSI) refers to how consistent over time is the direction and intensity of a person’s self-instruction to act
Time 1 Time 2 Time 3
Intention items Intention items Behavior
Compute relations between t1 and t2 intention items
* Within-participants correlation
* Sum of the absolute differences
* Absolute difference between sum of items
* Number of items that change
nAlphas = .74 to .96
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TSI effects
TSI Improves Intention Realisation
TSI also better moderates intention-behavior relation compared to other properties of intention
| (Sheeran & Abraham, 2003)
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TSI as mediators of other moderators
* The other moderators work as moderators because they are stabilizing people's intentions
* So stable intentions mediate the other moderators
* So the other moderators only have an effect on intention and behavior relationship by way of stabilizing the intentions
107
TSI Induces Cognitive Tuning to Congruous Information (Cooke & Sheeran, 2013, Study 2)
Measured intention twice over time 1 time at one month, 1 time at two months, came back 3 months later and presented slides on exercise and ask them to recall the information
The people with stable intentions were better at remember the information that was relevant to their intention; so we're tuned to information that is congruent with our intention
108
TSI withstands contextual threat
Measured intention twice over time 1 time at one month, 1 time at two months, came back 3 months later and presented slides on exercise and ask them to recall the information
* After four months, they went back and asked people how satisfied are you with your life but with different scales randomly assigned:
* 1 cond: not at all from -5, -4, -3, -2, -1, 0 1, 2, 3, 4, 5 -extremely
* 2nd condition: not at all -0-1-2-3-4-5-6-7-8-9-10 extremely
* Most people get higher score on -5 to +5 scales because people don’t want to go into the engatives; people think man that’s negative I don’t want to go there-that’s failure! So they stay about 0
* In other wrods, the first scale goes from VERY unsatisfied to satisfied, whereas the second is just a range of satisfaction
* Then they fill in more intention items,
* If you have very unstable intentions, you are super sensitive to the first scale, and your intentions change, but if you have high stability, then your intentions don’t change much
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Interventions to promote TSI can be based on
* Direct experience (Doll & Ajzen, 1992)
* Self-affirmation exercises (Sheeran, 2003)
* Anticipated regret inductions (Abraham & Sheeran, 2004)
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Are there any self-regulation strategies that a person could use her/himself?
Mental contrasting
