Assessment of the Predictors and Moderators of Behavior Change
- Conditions
- Exercise
- Interventions
- Other: Reflection (Control Condition)Other: Cognitive DissonanceOther: Action Planning
- Registration Number
- NCT03139643
- Lead Sponsor
- Boston University Charles River Campus
- Brief Summary
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.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 230
- Boston University Psychology 101 students at least 18 years of age
- Able to provide informed consent for the study
- Sufficient command of the English language
- Have experience using a computer and mouse
- None
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Reflection (Control Condition) Reflection (Control Condition) After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read. Cognitive Dissonance Cognitive Dissonance 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. Action Planning Action Planning 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.
- Primary Outcome Measures
Name Time Method International Physical Activity Questionnaire Change from baseline to 4 weeks Participants who choose to change their exercising behavior will be administer only this outcome measure; therefore, all participants only complete 1 primary outcome measure.
Studying Questionnaire Change from baseline to 4 weeks Participants who choose to change their studying behavior will be administered only this outcome measure; therefore, all participants only complete 1 primary outcome measure.
- Secondary Outcome Measures
Name Time Method Distress Intolerance Index Change from baseline to 4 weeks Measure of distress intolerance.
UPPS Impulsive Behavior Scale (UPPS) Change from baseline to 4 weeks Self-report measure of impulsivity.
Penn State Worry Questionnaire (PSWQ) Change from baseline to 4 weeks Self-report measure of worry.
Self-Control Scale (SCS) Change from baseline to 4 weeks Perceived self-control measure.
Delay Discounting Questionnaire Change from baseline to 4 weeks Monetary choice task.
Pittsburgh Sleep Quality Index (PSQI) Change from baseline to 4 weeks Self-report measure of sleep quality for the past month.
Center for Epidemiological Studies Depression Scale (CES-D) Change from baseline to 4 weeks Self-report measure of depressive symptoms.
Beck Anxiety Inventory (BAI) Change from baseline to 4 weeks Self-report measure of anxiety symptoms experienced in past week.
Generalized Self-Efficacy Scale Change from baseline to 4 weeks Self-report measure of perceived self-efficacy.