Self-Regulation Strategies Improve Self-Discipline in Adolescents: Benefits of Mental Contrasting and Implementation Intentions

Autor/inn/en	Duckworth, Angela Lee; Grant, Heidi; Loew, Benjamin; Oettingen, Gabriele; Gollwitzer, Peter M.
Titel	Self-Regulation Strategies Improve Self-Discipline in Adolescents: Benefits of Mental Contrasting and Implementation Intentions
Quelle	In: Educational Psychology, 31 (2011) 1, S.17-26 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Intervention; Self Control; Learning Strategies; Writing Exercises; Adolescents; Metacognition; Goal Orientation; High School Students; High Stakes Tests; Control Groups; Cognitive Processes; Selective Admission; College Entrance Examinations + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibübung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive process; Kognitiver Prozess; Bildungsselektion; Aufnahmeprüfung
Abstract	Adolescents struggle with setting and striving for goals that require sustained self-discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal-relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty-six 2nd-year high school students preparing to take a high-stakes exam in the fall of their third year were randomly assigned to complete either a 30-minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self-regulatory strategy of successful goal pursuit. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10