Specificity of planning in adult self-control: An applied investigation.

Conducted an 11-wk study improvement program reviewing self-control and study skills techniques with a low-grades (D+ average) and a high-grades (B average) group. 48 undergraduates were randomly assigned to 3 conditions; daily (highly specific) plans, monthly (moderately specific) plans, and no plans. Process and outcome measures afforded analyses of compliance with programmatic instructions, effects on self-monitored study time, and, with respect to 65 low-grades and 20 high-grades controls, effects on grades and study habits and attitudes. The 3 major findings are as follows: (a) Monthly planning, not daily planning as predicted, increased study time and improved study habits compared with the no-plan comparison intervention; (b) the program improved grades somewhat; and (c) low-grades Ss expected more but complied less than high-grades Ss. The discussion includes analysis of potential inhibitory and facilitatory effects of highly vs moderately specific planning in adult self-regulation and contributions of the findings toward understanding self-regulatory failure. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)