Implicating Self-Control in the Mechanism by which Implementation Intentions Reduce Stress-Induced Unhealthy Eating: a Comment on O’Connor et al.

O’Connor and colleagues (1) present an innovative evaluation of a theory-based tool to reduce stress-induced unhealthy eating. Their research is exemplary of the progress being made in research adopting theories of planning, particularly, action-control theory (2, 3), and how behavior modification strategies based on this model (e.g., planning, implementation intentions) can be applied to address the intention-behavior “gap” frequently cited in models of social cognition (4–7) and attain better health outcomes (8, 9). I would like to commend their use of progressive methods of measurement and analysis. The use of daily diary methods as a means to evaluate caloric consumption represents a step change toward more accurate and comprehensive assessments of eating behavior (10). The adoption of multi-level analysis is also an important application in light of the recent focus on behavior change above mere behavioral prediction in the behavioral medicine literature (11–14). The inclusion of a moderator analysis to examine the effectiveness of the intervention among individuals with varying levels of motivation is also important given the claims that implementation intentions are maximally effective when individuals have formed strong intentions (3, 8, 15–18). Overall, my view is that the article makes substantial theoretical, measurement, and practical innovations.Full Tex

Transferring motivation from educational to extramural contexts: A review of the trans-contextual model

A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani et al. 2010). There is a wealth of evidence in the social psychological literature applied to educational contexts that has indicated that teaching styles and other motivational strategies adopted by social agents like teachers and educators lead to adaptive outcomes within the school context. For example, adopting democratic teaching styles (Tomasetto 2004), fostering mastery oriented motivational climates (Barkoukis et al. 2008), and providing autonomy support (Reeve 2002) are strategies that have been utilised by social agents in educational contexts to promote increased motivation among pupils and students. Overall, the support offered by teachers in the classroom has been shown to have direct effects on pupils’ emotional and motivational responses (e.g. Covington and Dray 2002). Furthermore, the adoption of autonomy-supportive strategies has been associated with numerous adaptive outcomes such as academic achievement (Deci et al. 1991), perceived competence (Harter 1985), deep learning of concepts (Lau et al.2008), and selection of tasks of optimal challenge (Murphy and Thomas 2008). There is also some evidence that such strategies also foster desirable outcomes beyond the classroom, such as engagement in extra-curricular activities (Tomasetto 2004) and studying behaviour (Kolic-Vehovec et al. 2008). This indicates that social agents’ behaviours in educational settings may motivate students to engage in behaviours and activities outside of school that are adaptive in terms of learning and skill development. Such influences likely fulfil a key goal of education to influence educational activities beyond the classroom.In addition, motivating students outside of the classroom will meet educational aims to promote increased transformative experiences (Pugh et al. 2010) and inquisitive behaviours (Yoon 2009) among pupils that assist in the development of flexible, critical, and analytic thinking skills that are generalizable and transferable. It must, however, be stressed that little is known of the processes by which teacher behaviours in educational contexts impact on students motivation and behaviour within the school and, most importantly, outside school. The aim of the present review is to provide an overview of a recently developed motivational model that outlines the processes by which perceptions of social agents’ behaviours that support motivation and learning affect motivation to engage in educational activities in both the classroom and extramural contexts. The model is based on the integration of leading social psychological and motivational theories and not only identifies the important factors and processes involved in trans-contextual motivation, but also provides an impetus for the development of interventions to promote motivation for learning activities in both educational and extramural contexts. After outlining the conceptual and theoretical bases of the model, we review a series of prospective and intervention studies from our laboratory that provides evidence to support its core trans-contextual premises. We also outline how the model serves as a novel basis for educational interventions to enhance motivation among pupils in educational and extramural contexts and the potential of the model to be applied to interventions in diverse educational contexts to promote general educational aims of fostering adaptive outcomes in students outside the classroom

The trans-contextual model: Perceived learning and performance motivational climates as analogues of perceived autonomy support

The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N = 274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables

Illness Schema Activation and the Effects of Illness Seasonality on Accessibility of Implicit Illness-Related Information

The Common-Sense Model (CSM) of illness self-regulation is a leading theoretical framework describing the process by which an individual recognizes that he or she is physically ill and subsequently attempts to manage that illness state. The CSM proposes that people possess schematically organized implicit cognitive representations of health threats comprising information about illness such as symptoms, causes, label, duration, consequences, and procedures for managing threat [1, 2, 3, 4]. The proposed function of these stored knowledge structures is to activate a self-regulation process that might protect or restore a state of well-being [5]. The CSM proposes that the schematic representation is centrally activated by detection of deviations from the normal functioning self (i.e., experienced symptoms). The identification of illness and the initiation of self-management attempts follow from the search for illness-relevant cognitive structures and the matching of the content of illness schema to the symptomatic experience. For example, a headache (a symptomatic deviation from normal somatic experience) might activate illness schemata containing the cognitive representation of “headache” such as “hangover,” “dehydration,” or “flu.” The matching of the symptom to a particular illness schema will follow from the search and match to other aspects of plausible illness representations, such as its probable cause or duration (timeline).Full Tex

Chronic inhibition, self-control and eating behavior: test of a 'resource depletion' model

The current research tested the hypothesis that individuals engaged in long-term efforts to limit food intake (e.g., individuals with high eating restraint) would have reduced capacity to regulate eating when self-control resources are limited. In the current research, body mass index (BMI) was used as a proxy for eating restraint based on the assumption that individuals with high BMI would have elevated levels of chronic eating restraint. A preliminary study (Study 1) aimed to provide evidence for the assumed relationship between eating restraint and BMI. Participants (N = 72) categorized into high or normal-range BMI groups completed the eating restraint scale. Consistent with the hypothesis, results revealed significantly higher scores on the weight fluctuation and concern for dieting subscales of the restraint scale among participants in the high BMI group compared to the normal-range BMI group. The main study (Study 2) aimed to test the hypothesized interactive effect of BMI and diminished self-control resources on eating behavior. Participants (N = 83) classified as having high or normal-range BMI were randomly allocated to receive a challenging counting task that depleted self-control resources (ego-depletion condition) or a non-depleting control task (no depletion condition). Participants then engaged in a second task in which required tasting and rating tempting cookies and candies. Amount of food consumed during the taste-and-rate task constituted the behavioral dependent measure. Regression analyses revealed a significant interaction effect of these variables on amount of food eaten in the taste-and-rate task. Individuals with high BMI had reduced capacity to regulate eating under conditions of self-control resource depletion as predicted. The interactive effects of BMI and self-control resource depletion on eating behavior were independent of trait self-control. Results extend knowledge of the role of self-control in regulating eating behavior and provide support for a limited-resource model of self-control. © 2013 Hagger et al

A systematic review of human behaviour in and around floodwater

Flooding can have a major impact on people's safety and livelihood. Understanding people's flood-related behaviours may assist in the development of more effective strategies aimed at lessening the impact of floods including mortality and morbidity. This systematic review examined peer-reviewed literature published from January-1989 to April-2019 on human behaviour in and around floodwater to identify behaviour patterns as well as protective and risk factors. We extracted three main themes from a thematic analysis of included studies (N = 54): activities and risk-taking behaviours (n = 24); loss reduction, knowledge, and warnings (n = 37); and diet and hygiene (n = 4). This review had limitations which prevented definitive conclusions being made. What does seem apparent is the limited knowledge of the social psychological mechanisms that guide behavioural responses in a flood event. Further exploration of methods to improve preparedness, increase the likelihood of evacuation, and reduce ‘risky’ behaviour during floods is needed. Future studies should prioritise addressing these gaps to enhance the evidence-base for reducing the impact of floods including flood-related mortality and morbidity

Changing driver behavior during floods: Testing a novel e-health intervention using implementation imagery

We tested the efficacy of a novel implementation imagery intervention (N = 460) in promoting safer intentions regarding driving into floodwater post-intervention, and at a four-week follow-up using a pre-registered randomized controlled design. Results showed that the intervention reduced intentions and subjective norms regarding driving into floodwater. The control condition also improved on intentions and subjective norms, but the changes appeared to only be maintained at the follow-up for the intervention group and the between group difference at the follow-up was not significant based on our pre-specified cutoff level for statistical significance of 0.01. Results also indicated that changes in intentions may be stronger for males than females. Further exploratory analyses indicated that the intervention showed greater effects on post-intervention intentions, subjective norms, perceived behavioral control, perceived severity, anticipated regret, barrier self-efficacy, and action planning in individuals who indicated a modest level of intention to drive into floodwater prior to the intervention

In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan

This paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively associated with autonomous motivation and intention to engage in after-lecture learning activities via the mediation of the social cognitive variables in all samples. After controlling for the effect of past behaviour, relations between intention and behaviour were only observed in the Chinese sample. In conclusion, the trans-contextual model can be applied to University education, but cultural differences appear to moderate the predictive power of the model, particularly for the intention-behaviour relationship

Development and exploratory cluster-randomised opportunistic trial of a theory-based intervention to enhance physical activity among adolescents

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Healthcare providers' views on the acceptability of financial incentives for breastfeeding:a qualitative study

BACKGROUND: Despite a gradual increase in breastfeeding rates, overall in the UK there are wide variations, with a trend towards breastfeeding rates at 6–8 weeks remaining below 40% in less affluent areas. While financial incentives have been used with varying success to encourage positive health related behaviour change, there is little research on their use in encouraging breastfeeding. In this paper, we report on healthcare providers’ views around whether using financial incentives in areas with low breastfeeding rates would be acceptable in principle. This research was part of a larger project looking at the development and feasibility testing of a financial incentive scheme for breastfeeding in preparation for a cluster randomised controlled trial. METHODS: Fifty–three healthcare providers were interviewed about their views on financial incentives for breastfeeding. Participants were purposively sampled to include a wide range of experience and roles associated with supporting mothers with infant feeding. Semi-structured individual and group interviews were conducted. Data were analysed thematically drawing on the principles of Framework Analysis. RESULTS: The key theme emerging from healthcare providers’ views on the acceptability of financial incentives for breastfeeding was their possible impact on ‘facilitating or impeding relationships’. Within this theme several additional aspects were discussed: the mother’s relationship with her healthcare provider and services, with her baby and her family, and with the wider community. In addition, a key priority for healthcare providers was that an incentive scheme should not impact negatively on their professional integrity and responsibility towards women. CONCLUSION: Healthcare providers believe that financial incentives could have both positive and negative impacts on a mother’s relationship with her family, baby and healthcare provider. When designing a financial incentive scheme we must take care to minimise the potential negative impacts that have been highlighted, while at the same time recognising the potential positive impacts for women in areas where breastfeeding rates are low