Senior Honors Projects, 2010-current

Date of Award

Spring 2015

Document Type

Dissertation/Thesis

Degree Name

Bachelor of Science (BS)

Department

Department of Psychology

Advisor(s)

Jaime Kurtz

Abstract

One avenue to help students reach educational goals is implementation intentions, a tool encouraging

planning the “when, where, and how” of goal-oriented actions (Gollwitzer, 1999). However,

implementation intentions need validating outside of the laboratory (Gollwitzer & Sheeran, 2006). To

help do so, they can be viewed through Construal-Level Theory (CLT), which explains why we may have

trouble setting intentions before we can fulfill them (Trope & Liberman 2010). A study was conducted

wherein 56 participants from a section of PSYC 330 either wrote about their college study habits or

completed implementation intentions preparing them to study for an upcoming exam. As they wrote,

participants also completed measures of construal-levels. It was hypothesized that implementation

intentions would immediately reduce construal levels and, over the following week, increase time

students studied for their exam and the score they received. None of these hypotheses were supported;

implementation intentions had no effect on study habits, exam scores, or construal levels. Results and

their implications are discussed.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.