Effects of self-control training on study activity and academic performance: An analysis of self-monitoring, self-reward, and systematic-planning components.

Examined the relative efficacy of training in self-monitoring, self-reward, and planning as aids to self-control. 96 university students who, prior to treatment, did not differ on measures of scholastic achievement or study habits, were assigned to 6 groups, including a control group that received no treatment. Ss in the 5 treatment groups received training in a standard study method (SQ3R) and received different degrees of training in the components of self-control. Dependent measures included time spent studying, number of assigned study tasks completed, and change from pretreatment to posttreatment on quiz scores, GPA, and a standard measure (Survey of Study Habits and Attitudes) of study habits. Results indicate that neither training in self-monitoring alone nor self-monitoring plus self-reward techniques yielded significantly better performance than training in study methods alone. The group that received training in self-monitoring, self-reward, and planning strategies significantly outperformed other groups on nearly all measures. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavior change, weight loss, and physiological improvements in Type II diabetic patients.

53 obese 30–70 yr olds with Type 2 diabetes treated by diet only or oral medication were assigned to a behavior-modification, nutrition-education, or standard-care treatment condition to investigate whether behavior modification would improve short- and long-term results of weight control programs for Ss. The behavior-modification and nutrition-education groups met weekly for 16 wks and were given the same information on nutrition, exercise, and diabetes; however, strategies to change eating behavior were used in the behavior-modification condition. The standard-care condition was identical to the nutrition-education condition except that Ss met only 4 times over the 16-wk treatment period. Results indicate that behavior-modification Ss lost more weight than either the nutrition-education or standard-care Ss during the 16-wk treatment period. However, at 16-mo follow-up, differences in weight loss across treatment conditions were not significant. Physiological parameters and mood improved with initial weight loss, but these changes were not maintained. Physiological changes appeared more directly related to weight loss than to treatment condition. Changes in weight were related to improved eating and exercise habits, and modest weight losses of 4.6–23.6 kg produced significant improvements in blood-sugar control. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Minority students' self-control of procrastination.

Examined the effects of self-monitoring alone and self-monitoring plus self-reward on 3 academic and 3 related procrastinative behaviors of 6 academically disadvantaged minority undergraduates. It was hypothesized that self-monitoring plus self-reward would increase academic behaviors and decrease related procrastinating behaviors. It was also predicted that self-monitoring alone would not be as effective as with reward. A 3rd hypothesis was that Ss would be able to maintain multiple self-reward contracts simultaneously. Research assistants recorded academic, procrastinative, and percentage of initial contract maintenance behaviors. Results indicate that Ss self-monitored consistently and accurately and self-rewarded frequently the occurrences of their academic behaviors. Self-monitoring alone did not reduce academic or procrastinative behaviors. Self-monitoring plus self-reward was effective in producing substantial increases in academic behaviors and grades and in producing decreases in related procrastinative behaviors. Ss were able to initiate sequential multiple self-reward contracts and to continue these self-reward contracts simultaneously. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of continuous and intermittent self-monitoring on academic behavior.

Conducted a project with 27 undergraduate Ss dealing with review preparation for the general aptitude portions of the Graduate Record Examination. A linear teaching machine programed with quantitative and verbal problems was employed. The Ss were randomly assigned to 4 conditions: (a) continuous self-monitoring, (b) intermittent self-monitoring, (c) performance feedback, and (d) control. Self-monitoring Ss were instructed to record their progress by pressing a counter on either a continuous or intermittent schedule following correct answers. Performance-feedback Ss received information on the accuracy of their responding but were not given the opportunity to self-monitor. Control Ss received neither self-monitoring instructions nor performance feedback. Results show that self-monitoring Ss remained for significantly longer review sessions and that this effect was more pronounced under the continuous rather than the intermittent schedule. Self-monitoring Ss also displayed significantly better accuracy on quantitative problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-reinforcement style and covert imagery in the treatment of obesity

Experimental results with 3 groups show that Ss in 2 self-reinforcement groups lost significantly more weight than Ss in a minimal contact group. It is suggested that both positive imagery (self-reward) and aversive imagery (self-punishment) were effective, although the conclusion is limited by the brief periods over which the procedures were applied. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Victimization, self-monitoring, and eyewitness identification.

38 undergraduate low self-monitors and 42 undergraduate high self-monitors (as determined by a scale of self-monitoring of expressive behavior) witnessed in small groups a staged crime of either their own wristwatches or a laboratory calculator. Campus police detectives took individual witness statements as if a real crime had occurred, and using biased or unbiased instructions, police administered a suspect-present photospread. Results show that victim witnesses who had been given biased instructions gave the least accurate identifications and that high self-monitoring Ss were least likely to reject the lineup when instructions were biased. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

One-year behavioral treatment of obesity: Comparison of moderate and severe caloric restriction and the effects of weight maintenance therapy.

Compared the weight losses of 49 obese women (mean age 39.31 yrs) randomly assigned to a 52-wk behavioral program combined with either moderate or severe caloric restriction. Ss in the balanced deficit diet (BDD) condition were prescribed a 1,200-kcal/day diet throughout treatment, and those in the very-low-calorie diet (VLCD) condition were given a 420-kcal/day liquid diet for 16 wks and a 1,200-kcal/day diet thereafter. The VLCD Ss lost significantly more weight than the BDD Ss at all periods through Week 26, at which time mean losses were 21.45 and 11.86 kg, respectively. VLCD Ss, however, regained weight during the next 26 wks of weekly therapy and during a 26-wk weight maintenance program that provided biweekly meetings. Mean weight losses at the end of the maintenance program were 10.94 and 12.18 kg, respectively. Reports of binge eating declined in both groups, and no relationship was observed between binge eating and weight loss or attrition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of self-concept on children's causal attributions and self-reinforcement.

Studied self-concept as a dispositional variable influencing children's cognitive-attributional and affective-self reinforcing reactions to achievement outcomes. 64 6th-graders classified as high or low in self-concept on an abbreviated version of the Piers-Harris Self-Concept Scale were given an achievement task on which they succeeded or failed. A preinstructional set was used to allow Ss to interpret their performance as being determined by skill or luck. More high than low self-concept children attributed their success to the skill cue. High self-concept Ss also engaged in more self-reward for success. Both self-concept groups used lack of skill to account for their failure, but the low group responded with more self-punishment. Results are discussed within an attributional model of achievement behavior. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Detrimental effects of a self-reward contracting program on subjects' involvement in self-administered desensitization.

Assessed a self-reward contracting procedure intended to facilitate the completion of self-administered desensitization. 24 self-referred snake phobics received either (a) self-administered desensitization, (b) self-administered desensitization with self-reward contracting, or (c) a self-administered placebo with self-reward contracting. Results show that the self-reward procedure significantly impaired the amount of time and number of sessions that Ss devoted to their self-instructional manuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Weight gain through self-control procedures.

21 underweight (at least 10%) undergraduates were assigned to either a self-reinforcement condition, a self-punishment condition, or to a discussion-reflection control condition. Ss received 1 weekly treatment session over a 5-wk period. Following treatment, the self-reinforcement groups gained significantly more pounds (kilograms) than either the self-punishment or the control group. This effect was maintained at a 12-wk follow-up. The punishment and control groups did not differ significantly at posttest or at follow-up. Similar results were obtained when percentage of weight change was analyzed, with the treatment effect significant at follow-up. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing the accuracy of self-recording in speech-anxious undergraduates through the use of self-monitoring training and reliability enhancement procedures.

28 undergraduates in a speech anxiety treatment program served as Ss in a study designed to evaluate procedures for improving the accuracy of self-recording. Treatment consisted of repeated exposure to "real-life" public speaking situations with Ss held responsible for evaluating their progress by self-monitoring (SM) objective indicators of anxiety (i.e., frequency of speech disfluencies) during 3 treatment sessions. Self-monitored speeches were unobtrusively recorded to compare the number of disfluencies that were self-recorded and the number actually emitted. Between the 1st and 2nd treatment sessions, Ss were exposed to 1 set of training procedures (SM training or training control) and 1 set of instructional strategies (reliability enhancement package or accuracy instructions). Results indicate that (a) SM training was more effective than the training control in increasing the accuracy of SM, (b) reliability enhancement procedures were more effective than accuracy instructions only when the target behavior was easily discriminable, and (c) a combination of SM training and reliability enhancement strategies proved most effective in improving self-recording accuracy. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effectiveness of electromyograph feedback, verbal relaxation instructions, and medication placebo with tension headaches.

27 16-64 yr old Ss with chronic tension headaches were divided into 3 groups. Nine were assigned to auditory EMG feedback, 9 to progressive relaxation instructions, and 9 to placebo treatment. Ss came for 2 wks of pre- and posttreatment assessment, with 4 wks of intervening treatment. Measures were taken on headache frequency, intensity and duration, frontalis EMG recordings, medication intake, Nowicki-Strickland Loss of Control Scale, and the Psychosomatic Checklist. Comparison of postassessment and 4-mo follow-up data indicate that biofeedback and verbal relaxation instructions were equally superior to the medicine placebo on all measured variables in the direction of clinical improvement, except for shifts in locus of control. All groups experienced equally significant shifts toward internality. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's referential communication: Components of plans for effective listening.

Investigated the effects of 2 plans on children's listener behavior in a referential communication setting. The design systematically varied the presence and absence of instructions about a plan to engage in comparison activities (comparison plan) and instructions about a plan to request more information if the speaker's message was ambiguous (action plan). 94 elementary school Ss played the role of listener. The speaker was an adult confederate who produced messages of varying informational adequacy. Results show that on an immediate test, Ss who received the action plan asked more questions when the messages were ambiguous and made more correct referent choices than other Ss. These effects persisted on a test administered 2 wks later and were observed both for nameable and abstract stimulus items. No significant effect of the comparison plan was observed. Results suggest that knowing when and how to request additional information is an important listener skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of decisional control and work orientation on persistence in preventive health behavior.

Examined persistence in the daily use of fluoride mouthrinse in 242 7th-graders from 3 inner-city and 2 suburban schools, as a function of an induced-choice manipulation concerning self-management strategies and freedom to participate in the program. Ss were assigned to either high- or low-choice decisional control manipulations. Ss' daily, home use of fluoride was monitored over 20 wks. To ameliorate the relatively lower persistence rates found previously among suburban vs urban Ss (A. K. Lund and S. S. Kegeles; see record 1988-11515-001), all Ss were given self-management and action instructions. Suburban Ss still declined in persistence relative to urban Ss. Females who received high choice persisted at a higher rate than girls who received low choice. Boys were unaffected by the manipulation. Ss' self-reported work orientation was positively associated with persistence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of two cognitive strategies on pain threshold.

While 1 arm was immersed in ice water, each of 48 female student nurses were asked either to imagine a situation that, if real, would be inconsistent with pain (relevant strategy) or imagine a situation unrelated to pain (irrelevant strategy), or they were not given special instructions (control group). Ss were further divided into those with high and low pain thresholds based on a pretest. The use of strategies (relevant or irrelevant) did not alter the pain thresholds for Ss with low thresholds. Among those Ss with high thresholds, use of a relevant strategy led to a greater increase in threshold than an irrelevant strategy, which, in turn, led to a greater increase than the control condition. Ss who were highly involved in their imaginings showed greater increases in pain threshold than those who were not. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of hysterectomy on sexual receptivity, food intake, running wheel activity, and hypothalamic estrogen and progestin receptors in rats.

Ovariectomized-hysterectomized (OH) CD rats given sequential treatments with 2 μg of estradiol benzoate (EB) and .5 mg of progesterone (P) showed significantly higher lordosis quotients than ovariectomized (OV) Ss in 2 tests, 1 and 2 wks after surgery. To test whether the effects of hysterectomy persist, 3 groups of OV and OH Ss received weekly injections of EB, EB?+?P, or sesame oil for 4 wks, were given 2 μg of EB followed 24 hrs later by .5 mg of P, and tested for receptivity. Only the OH Ss that had received hormones for 4 wks showed a significantly higher lordosis score than OV Ss. The effects of hysterectomy on food intake, weight gain, and running wheel activity were also tested. After 1 wk of 2 μg/day EB, OH Ss lost significantly more weight and consumed less food than OV Ss, but by 2 wks the effects of hysterectomy were no longer evident. Treatment with .5 μg/day EB resulted in a significant loss in weight and food intake in OH Ss throughout the experiment. OH Ss implanted with Silastic capsules containing EB were significantly more active in running wheels than OV Ss over the 1st 9 days, but by Day 23 the activity of both groups was similar. 24 hrs following a single injection of EB, hypothalamic-preoptic area cell nuclear estrogen receptors and cytoplasmic progestin receptors were significantly higher in OH than in OV Ss. Possible mechanisms by which hysterectomy might act to enhance hormone-dependent behaviors are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The retention and generalization of operant conditioning effects in an interview situation.

In a study of the conditioning of complex verbal habits, each of 30 female Ss had her established verbal habits assessed in 2 sessions by being asked to talk about herself. In subsequent sessions, the Ss in the experimental groups were positively reinforced (by a head nod and an "mm-hm") for either independence or affection statements, whereas control groups Ss were reinforced every 30 sec. regardless of the content of their speech. The results showed that: conditioning occurred, i.e., the experimental Ss increased in their use of the reinforced category; retention also occurred, i.e., the conditioning effects were stable over a 24-hr. period; and generalization did not occur. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive strategies, experimenter modeling, and expectation in the attenuation of pain.

Obtained verbal reports of pain from 120 female undergraduates during a base-level pretest and also during a posttest conducted under 1 of several experimental treatments. The pain stimulus was a heavy weight applied to a finger for 2 min. During the posttest, Ss who had been asked to utilize cognitive strategies for reducing pain (i.e., to imagine pleasant events or to imagine the finger as insensitive) showed a reduction in pain as compared to uninstructed control Ss. Ss led to expect a reduction in pain, but not provided with cognitive strategies, also showed reduced pain during the posttest compared to controls, but the reduction was smaller than for Ss using cognitive strategies. An E modeling procedure, used with half of the Ss under each experimental treatment, was effective in reducing verbal reports of pain only for Ss with high pretest levels who were asked to imagine pleasant events. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of external evaluation on artistic creativity.

Examined the conditions under which the imposition of an extrinsic constraint upon performance of an activity can lead to decrements in creativity. 95 female undergraduates worked on an art activity either with or without the expectation of external evaluation. In addition, Ss were asked to focus on either the creative or the technical aspects of the activity or they were given no specific focus. Finally, some Ss expecting evaluation were given explicit instructions on how to make their artworks. As predicted, Ss in the evaluation groups produced artworks significantly lower on judged creativity than did Ss in the nonevaluation control groups. The only evaluation group for which this pattern was reversed had received explicit instructions on how to make artworks that would be judged creative. A possible reconciliation of these 2 disparate results is proposed, and practical implications are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ironic processes in the mental control of mood and mood-related thought.

Investigated the mental control of mood and mood-related thought. In Exp 1, Ss reminiscing about a happy or sad event were asked to make their mood positive, were given no instructions, or were asked to make their mood negative. Ss attempting mood control without an imposed cognitive load were successful, whereas those who attempted control while rehearsing a 9-digit number not only failed to control their moods, but also showed self-reported mood change opposite the mood they intended to create. In Exp 2, Ss attempting to control mood-related thoughts under cognitive load showed increased accessibility of those thoughts contrary to the direction of intended control in a Stroop-type color-naming task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)