Assessment of the Predictors and Moderators of Behavior Change

NCT03139643 | Completed

• 1 other identifier: 3555E
• Study Type: interventional
• Target: 230
• Locations: 0 countries
• Sites: N/A

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.

Conditions

Exercise

Outcome Measures

Primary Outcomes (2)

• International Physical Activity Questionnaire

  Participants who choose to change their exercising behavior will be administer only this outcome measure; therefore, all participants only complete 1 primary outcome measure.

  Change from baseline to 4 weeks

• Studying Questionnaire

  Participants who choose to change their studying behavior will be administered only this outcome measure; therefore, all participants only complete 1 primary outcome measure.

  Change from baseline to 4 weeks

Secondary Outcomes (9)

• Distress Intolerance Index

  Change from baseline to 4 weeks

• UPPS Impulsive Behavior Scale (UPPS)

  Change from baseline to 4 weeks

• Penn State Worry Questionnaire (PSWQ)

  Change from baseline to 4 weeks

• Self-Control Scale (SCS)

  Change from baseline to 4 weeks

• Delay Discounting Questionnaire

  Change from baseline to 4 weeks

Study Arms (3)

Cognitive Dissonance

EXPERIMENTAL

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.

Other: Cognitive Dissonance

Action Planning

EXPERIMENTAL

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.

Other: Action Planning

Reflection (Control Condition)

PLACEBO COMPARATOR

After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read.

Other: Reflection (Control Condition)

Interventions

Cognitive Dissonance OTHER

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.

Cognitive Dissonance

Action Planning OTHER

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.

Action Planning

Reflection (Control Condition) OTHER

After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read.

Reflection (Control Condition)

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• 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

You may not qualify if:

• None

Sponsors & Collaborators

• Boston University Charles River Campus: lead

Related Publications (1)

• Patten EA, Kredlow MA, Szuhany KL, Keshishian AC, Otto MW. Catching As and Zs: poor sleep quality predicts failures to increase studying time. Sleep Health. 2020 Feb;6(1):15-18. doi: 10.1016/j.sleh.2019.09.001. Epub 2019 Oct 31.

  PMID: 31676201 DERIVED

MeSH Terms

Conditions

Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Investigator

Study Record Dates

• First Submitted: July 29, 2016
• First Posted: May 4, 2017
• Study Start: June 1, 2014
• Primary Completion: December 1, 2016
• Study Completion: June 1, 2017
• Last Updated: May 29, 2018

Record last verified: 2018-05

Data Sharing

• IPD Sharing: Will not share