scholarly journals What Influences Implementation Intentions in an Academic Learning Context – The roles of Goal Intentions, Procrastination, and Experience

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Lutz Sommer ◽  
Manuel Haug
Keyword(s):  
Implementation Intentions ◽  
Academic Learning ◽  
Learning Context ◽  
Goal Intentions

Goal Intentions and Implementation Intentions Measure

2007 ◽  
Author(s):  
Jochen P. Ziegelmann ◽  
Aleksandra Luszczynska ◽  
Sonia Lippke ◽  
Ralf Schwarzer
Keyword(s):  
Implementation Intentions ◽  
Goal Intentions

scholarly journals Coming Back to Basic Concepts of the Context

Seminar.net ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Karen Borgnakke
Keyword(s):  
Online Learning ◽  
Basic Concept ◽  
Academic Learning ◽  
Learning Context ◽  
Learning Contexts ◽  
Upper Secondary ◽  
Innovative Learning ◽  
Basic Concepts ◽  
Ethnographic Methodology ◽  
Upper Secondary Schools

The use of ethnographic approaches to explore innovative learning contexts places the concept of context at the centre of discussion on basic categories. Further, ethnography in Online-learning within a virtual context as well as shifts between online- and off-line contexts presents a challenge for ethnographic methodology and analysis. In this article I set out to address the challenge and reflect on the categories and models for empirical analysis. Going back to the basic concept of context and ‘text-in-context’ my aim is to discuss the ethnographic significance of the learning context thereby shedding light on the strong context markers. Examples will be adduced in relation to previous fieldwork in IT-upper secondary schools as well asin relation to current fieldwork in scholastic-, profession-oriented and academic learning contexts.

scholarly journals The Interplay Between Goal Intentions and Implementation Intentions

2005 ◽  
Vol 31 (1) ◽  
pp. 87-98 ◽  
Author(s):  
Paschal Sheeran ◽  
Thomas L. Webb ◽  
Peter M. Gollwitzer
Keyword(s):  
Implementation Intentions ◽  
Goal Intentions

scholarly journals Is student procrastination related to controlling teacher behaviours?

2017 ◽  
Author(s):  
Rafael Valenzuela ◽  
Nuria Codina ◽  
Jose Vicente Pestana ◽  
Joan González-Conde
Keyword(s):  
Personal Control ◽  
Decision Processes ◽  
Academic Learning ◽  
First Year ◽  
Interpersonal Style ◽  
Learning Context ◽  
Teacher Behaviour ◽  
Self Regulated Learning ◽  
First Year University ◽  
Alternative Activities

Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.

scholarly journals Metacognition in Action: The Importance of Implementation Intentions

1998 ◽  
Vol 2 (2) ◽  
pp. 124-136 ◽  
Author(s):  
Peter M. Gollwitzer ◽  
Bernd Schaal
Keyword(s):  
Implementation Intentions ◽  
Metacognitive Control ◽  
Situational Cues ◽  
Goal Intentions

When people furnish their goal intentions (“I intend to attain the goal x!”) with implementation intentions (“I will initiate the goal-directed response y when situation z arises!”), the initiation of goal-directed responses becomes automatized. As this type of automaticity stems from a single act of will, it is referred to as strategic automaticity. We report various studies demonstrating that strategic automaticity leads to immediate and efficient responding, which does not need a conscious intent. In addition, the situational cues specified in implementation intentions seem to be easily detected and readily attended to. Further research indicates that the strategic automaticity induced by implementation intentions also helps resist temptations and fight bad habits. Following Nelson's (1996; Nelson & Narens, 1994) model of metacognition, we suggest that goal intentions and, in particular, implementation intentions are important components of the metacognitive control of action geared toward its initiation, continuation, and termination.

scholarly journals If-Then Planning Helps School-Aged Children to Ignore Attractive Distractions

2011 ◽  
Vol 42 (1) ◽  
pp. 39-47 ◽  
Author(s):  
Frank Wieber ◽  
Antje von Suchodoletz ◽  
Tobias Heikamp ◽  
Gisela Trommsdorff ◽  
Peter M. Gollwitzer
Keyword(s):  
Experimental Study ◽  
Response Times ◽  
Implementation Intentions ◽  
Self Control ◽  
Ongoing Task ◽  
Categorization Task ◽  
School Aged Children ◽  
Field Of Vision ◽  
Language Competency ◽  
Goal Intentions

Can children improve shielding an ongoing task from distractions by if-then planning (i.e., by forming implementation intentions)? In an experimental study, the situational and personal limits of action control by distraction-inhibiting implementation intentions (“If a distraction comes up, then I will ignore it!”) were tested by comparing them to simple goal intentions (“I will ignore distractions!”). Goal intentions were sufficient to successfully ignore distractions of low attractiveness. In the presence of moderately and highly attractive distractions, as well as a distraction presented out of the children’s sight, however, only implementation intentions improved children’s task shielding, as indicated by faster response times in an ongoing categorization task and shorter periods of looking at highly attractive distractions presented out of their field of vision. These findings held true regardless of the children’s temperament and language competency. Implications for research on planning and developmental research on self-control are discussed.

Responsive play: Creating transformative classroom spaces through play as a reader response

2018 ◽  
Vol 20 (2) ◽  
pp. 385-410 ◽  
Author(s):  
Tori K Flint
Keyword(s):  
Reader Response ◽  
Funds Of Knowledge ◽  
Research Question ◽  
First Grade ◽  
Literacy Learning ◽  
Academic Learning ◽  
Language And Literacy ◽  
Learning Context ◽  
Sociocultural Resources ◽  
Grade Classroom

This eight-month study, conducted in a first-grade classroom in the southwestern United States, analyzed young children's playful responses to literature. It focuses on framing a theory that underpins play as a form of reader response, which I term ‘responsive play’. It further aims to answer the overarching research question and the sub-question: What are the affordances of play for responding to text in a first-grade classroom? What are the sociocultural resources that children use to respond to and make meaning with text? Findings suggest that the children in this study created a space for learning and understanding, through their responsive play, that allowed them to think through, demonstrate, and share their experiential knowledge, their funds of knowledge, and their intertextual knowledge – as sociocultural resources – and to connect these to their literacy learning as they cooperatively transacted with and responded to various books. These findings suggest that children's play, language, and literacy are complementary, that children's responsive play should be encouraged in the classroom setting, and that children's experiences and funds of knowledge should be valued as additive to the academic learning context. Implications of this study include that responsive play can be viewed as a generative source of academic learning and that the notion of reader response, in research and practice, can be reconceived to include responsive play.

scholarly journals Struggles and strategies in anaerobic and aerobic cycling tests: A mixed-method approach with a focus on tailored self-regulation strategies

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0259088
Author(s):  
Anna Hirsch ◽  
Maik Bieleke ◽  
Raphael Bertschinger ◽  
Julia Schüler ◽  
Wanja Wolff
Keyword(s):  
Implementation Intentions ◽  
Self Regulation ◽  
Implementation Intention ◽  
The Body ◽  
Experimental Session ◽  
Structured Interviews ◽  
Regulation Strategies ◽  
Mental Demands ◽  
Goal Intentions ◽  
Method Approach

Endurance sports pose a plethora of mental demands that exercisers have to deal with. Unfortunately, investigations of exercise-specific demands and strategies to deal with them are insufficiently researched, leading to a gap in knowledge about athletic requirements and strategies used to deal with them. Here, we investigated which obstacles exercisers experience during an anaerobic (Wingate test) and an aerobic cycling test (incremental exercise test), as well as the strategies they considered helpful for dealing with these obstacles (qualitative analysis). In addition, we examined whether thinking of these obstacles and strategies in terms of if-then plans (or implementation intentions; i.e., “If I encounter obstacle O, then I will apply strategy S!”) improves performance over merely setting performance goals (i.e., goal intentions; quantitative analysis). N = 59 participants (age: M = 23.9 ± 6.5 years) performed both tests twice in a 2-within (Experimental session: 1 vs. 2) × 2-between (Condition: goal vs. implementation intention) design. Exercisers’ obstacles and strategies were assessed using structured interviews in Session 1 and subjected to thematic analysis. In both tests, feelings of exertion were the most frequently stated obstacle. Motivation to do well, self-encouragement, and focus on the body and on cycling were frequently stated strategies in both tests. There were also test-specific obstacles, such as boredom reported in the aerobic test. For session 2, the obstacles and strategies elicited in Session 1 were used to specify if-then plans. Bayesian mixed-factor ANOVA suggests, however, that if-then plans did not help exercisers to improve their performance. These findings shed novel light into the mental processes accompanying endurance exercise and the limits they pose on performance.

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