Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions

By Angela L. Duckworth, Heidi Grant, B. Loew, G. Oettingen, Peter M. Gollwitzer. 2011

355 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/79f881005d3a7ce4b579be847b4a75ca9558811d

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Citations in the corpus

Behavioral Economics of Education (2015, background): “For instance, mental contrasting and implementation intentions can help to improve student performance (cf. the intervention study by Duckworth et al., 2011).”
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, background): “Several small-scale field experiments document the short-term positive academic effects of mental contrasting strategies where students learn how to plan for and overcome obstacles for achieving their goals (Duckworth et al. 2011, 2013).”
Weakness of the will: Is a quick fix possible? (2014, background): “For example, it enhanced study efforts in adolescents preparing for standardized tests and it also improved academic performance at home and at school (Duckworth et al. 2011, 2013).”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, neutral): “2010; Weigand and Burton 2002), the US (k = 2) (Duckworth et al. 2011; Duckworth et al. 2013) Greece (k = 1) (Barkoukis et al.”
Contemplation in the Classroom: a New Direction for Improving Childhood Education (2015, background): “A great deal of research on efforts to train self-regulation has been conducted (see Diamond and Lee 2011; Duckworth et al. 2011; Jaeggi et al. 2011).”
Behavioral Economics of Education: Progress and Possibilities (2015, neutral): “Duckworth et al. (2011) Mental Contrasting with Implementation Intentions (MCII) intervention: students are asked to (i) articulate a goal, including why achieving it is positive; (ii) named a critical obstacle to achieving the goal; (iii) outline strategies for how they intended to deal with the…”
Self-Regulation and School Success (2013, background): “…stood in the way of this study goal (e.g., “My little sister bothers me when I try to study”), and then to make a plan to obviate these obstacles (e.g., “If my little sister bothers me, then I will study in my bedroom with the door closed”) (Duckworth, Grant, Loew, Oettingen, & Gollwitzer, 2010 ).”
COVID-19 information overload and generation Z's social media discontinuance intention during the pandemic lockdown (2021, neutral): “In response to negative and stressful events, individuals have a tendency to self-regulate negative emotions in order to reclaim psychological well-being (Duckworth et al., 2011; Throuvala et al., 2019).”