Assessment of the Predictors and Moderators of Behavior Change

Study Overview
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Brief Summary
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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.

Official Title
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Assessment of the Predictors and Moderators of Behavior Change

Conditions
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Exercise

Intervention / Treatment
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* Other: Cognitive Dissonance
* Other: Action Planning
* Other: Reflection (Control Condition)


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: 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 Exclusion Criteria: None

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Cognitive Dissonance<br>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<br>* 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.<br>|
| Experimental: Action Planning<br>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<br>* 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.<br>|
| Placebo Comparator: Reflection (Control Condition)<br>After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read. | Other: Reflection (Control Condition)<br>* After reading the materials about their chosen behavior, participants will be asked to summarize and reflect on what they read.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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 Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Distress Intolerance Index | Measure of distress intolerance. | Change from baseline to 4 weeks | 
| UPPS Impulsive Behavior Scale (UPPS) | Self-report measure of impulsivity. | Change from baseline to 4 weeks | 
| Penn State Worry Questionnaire (PSWQ) | Self-report measure of worry. | Change from baseline to 4 weeks | 
| Self-Control Scale (SCS) | Perceived self-control measure. | Change from baseline to 4 weeks | 
| Delay Discounting Questionnaire | Monetary choice task. | Change from baseline to 4 weeks | 
| Pittsburgh Sleep Quality Index (PSQI) | Self-report measure of sleep quality for the past month. | Change from baseline to 4 weeks | 
| Center for Epidemiological Studies Depression Scale (CES-D) | Self-report measure of depressive symptoms. | Change from baseline to 4 weeks | 
| Beck Anxiety Inventory (BAI) | Self-report measure of anxiety symptoms experienced in past week. | Change from baseline to 4 weeks | 
| Generalized Self-Efficacy Scale | Self-report measure of perceived self-efficacy. | Change from baseline to 4 weeks |