The TTM and Study Skills Anthony M. Grant Paper Flashcards
To memorise the key findings of this study (10 cards)
What is the primary aim of Grant & Franklin’s study on the Transtheoretical Model (TTM)?
To investigate the applicability of the TTM to the adoption of improved study skills in university students.
What are the five stages of change in the Transtheoretical Model (TTM)?
Precontemplation, Contemplation, Preparation, Action, and Maintenance.
How does TTM predict decisional balance will change across the stages of change?
In Precontemplation, cons outweigh pros; in Maintenance, pros outweigh cons.
What did the study find about the pros of change across stages?
Pros remained relatively stable across stages, not increasing as the TTM’s strong principle predicts.
What is the ‘weak principle’ of change according to Prochaska (1994)?
That behaviour change is primarily driven by a decrease in the cons of change rather than an increase in the pros.
What surprising finding did the study report about self-efficacy in the Precontemplation stage?
Students in Precontemplation reported higher self-efficacy than those in Contemplation, possibly due to lack of awareness of their study skill deficits.
How did study strategies change across the stages of change?
Use of deep and achieving strategies increased, while surface strategies decreased from Preparation to Maintenance.
What does the study suggest as a key focus for interventions aiming to improve study skills?
Initially focus on reducing perceived cons or barriers to change, rather than solely promoting benefits.
How can TTM be used as a psycho-educational tool in academic settings?
By helping students assess their readiness for change and providing strategies aligned with their stage of change.
What were the main limitations of the study?
Cross-sectional design, small sample in Precontemplation stage, and uneven distribution across stages.
