Helping students turn up for class: Does personality moderate the effectiveness of an implementation intention intervention?
By Thomas Llewelyn Webb, Julie Christian, Christopher J. Armitage. 2007
98 citations recorded by the source corpus.
Subfields: Applied Psychology, Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/1a74ae90dfeb9a62517f80dcc55790f0529f8c93
How researchers see this paper
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In Applied Psychology
- Peter M. Gollwitzer
- G. Oettingen
- Joakim Wincent
- Teemu Kautonen
- M. van Gelderen
- Marina G. Biniari
- F. Wieber
- Georg Odenthal
In Clinical Psychology
In Education
Citations in the corpus
- Weakness of the will: Is a quick fix possible? (2014, background): “2013; see also Churchill and Jessop 2010, 2011), whereas it seems to be heightened in individuals high in conscientiousness (Webb et al. 2007) and those with a strong propensity to manage their time and money effectively (Lynch et al.”
- Self-efficacy Feelings Moderate Implementation Intention Effects (2010, background): “Thus, these findings strongly support the assumption that the if–then contingency is essential to automate action control and to ensure successful realization of a goal intention when cognitive demands are high (e.g., Gollwitzer & Sheeran, 2006; Webb & Sheeran, 2007, 2008).”
- Implementation intentions in the entrepreneurial process: concept, empirical findings, and research agenda (2018, background): “However, the sign does not need to be the same; for example, Webb et al. (2007) found that implementation intentions were ineffective for those registering high in conscientiousness.”
- Planning promotes goal striving. (2011, background): “…thus the accessibility) of the mental presentation of the situational cues specified in the if-component but it also forges a strong associative link between the mental representation of the specified opportunity and the mental representation of the specified response (Webb & Sheeran, 2007, 2008).”