`Research Methods in Psychology



PSY-190-2/3: Theories of Behavior Change

Fall 2019

PSY-190-2: F 08:30-11:15 COB2 170

PSY-190-3: F 11:30-14:15 SSB 120

|Instructor: | |

|Professor Martin S. Hagger |Email: mhagger@ucmerced.edu |

|Office: SSM 312B |Office Hours: W 16:00-17:00 or by Appointment |

| | |

|Teaching Assistants: | |

|PSY-190-2: Kaylyn McAnally |Email: kmcanally@ucmerced.edu |

|Office: COB2 350 |Office Hours: W 09:45-10:45 or by Appointment |

|PSY-190-3: Kyle Hamilton |Email: whamilton@ucmerced.edu |

|Office: SSM 309 |Office Hours: M 10:00-11:00 or by Appointment |

Course Description

Many of the problems observed in today’s society can be linked, directly or indirectly, to human behavior. Problems with roots in behavior include: debilitating illnesses and chronic conditions (e.g., cardiovascular disease, cancers, obesity, sexually transmitted infections), mental health problems (e.g., depression, anxiety), addictions (e.g., substance abuse), social and interpersonal problems (e.g., bullying, abuse and violence in relationships), financial difficulties (e.g., personal debt, problem gambling), criminal behavior (e.g., social disorder, vandalism), educational challenges (e.g., truancy, attentional difficulties), and environmental concerns (e.g., overuse of non-renewable resources). Analogously, regular participation in relevant behaviors is associated with adaptive outcomes such as better health and well-being, positive mental health, better functioning in the workplace, in interpersonal relationships, and at school, and more environmentally-conscious choices and consumer behavior.

Governments, organizations, and professionals recognize the value of developing strategies to change the behavior in order to promote adaptive outcomes. To date, legislation (e.g., seat belt use) and regulation (e.g., banning smoking in public places) stand as some of the most successful means to change population behavior. However, in many cases such initiatives are not possible, feasible, or acceptable. As a consequence, alternative approaches to behavior change are needed.

Scientific inquiry into behavior change has entered into the mainstream. Recognition of the importance of behavior change to solving social problems, has led governments to engage scientists from various disciplines within the social and behavioral sciences to inform policy and develop effective behavior change strategies targeting high-priority, behavior-related problems. Researchers in many fields, particularly the psychological sciences, but also sociology, behavioral economics, philosophy, implementation science, and political science have contributed to research and advocacy on behavior change. Scientists in these disciplines have been primarily responsible for creating and disseminating evidence on behavior change from basic theoretical research on determinants and mechanisms to translational research on the application of strategies to change behavior in specific contexts. This research has applied scientific principles to study behavior change with the goal of informing the development of effective behavioral solutions to social problems – a science of behavior change.

The overall goal of this course is to study the key research questions, contributions, and applications of the science of behavior change using psychological theory, and to explore how research can assist in developing effective practical solutions to problems with behavioral origins.

Course goals

The aims of the course are:

1. To identify the kinds of societal issues and problems that warrant behavioral solutions, and describe why behavioral solutions are preferable to alternatives;

2. To outline the process or mechanism by which means to change behavior work, and describe a basic model of a mechanism of change;

3. To introduce major theories and models that have been applied to predict and understand behavior, broadly defined;

4. To show how basic research evidence applying the theories and models can form a basis for changing behavior and how that relates to the basic model;

5. To describe the relevant behavior change techniques and match them with the appropriate theoretical constructs;

6. To acquire basic competency in applying theories of behavior change, behavior change techniques, and the basic model to describe how behavior change interventions work;

7. To apply theory and related evidence to develop behavior change interventions to provide behavioral solutions to a social problem.

Outcomes

On completing this course, students should be able to:

1. Demonstrate knowledge of the basic mechanistic model of behavior change, the major theories applied to predict and understand behavior, and the relevant behavior change techniques psychology

2. Apply knowledge of major theories of behavior change to the prediction of behavior

3. Integrate the key constructs from theories of behavior change with behavior change techniques and use them to plan describe potential interventions to change behavior

4. Experience research conducted in behavior change and psychology in general

5. Critically evaluate the strengths and limitations of research on behavior change theory and interventions based on the theories

All learning outcomes will be assessed by the exam, project, and research participation (see Assessment, below).

Textbook

There is currently no textbook for this course. Each week a set of key readings and other supporting materials will be made available to augment learning through independent study.

Assessment

Course learning outcomes will be assessed by 2 exam scores, a project write-up, and research participation points. Your grade will be determined by the number of accumulated points (points you received throughout the semester), divided by the total amount of possible points (1000 points). Your letter grade will be assigned according to the following percentage scale:

|97-100=A+ |87-89=B+ |77-79=C+ |67-69=D+ |0-59=F |

|94-96=A |84-86=B |74-76=C |64-66=D | |

|90-93=A- |80-83=B- |70-73=C- |60-63=D- | |

Exams: 500 points

There will be two exams given during the semester, both given equal weighting in the final grade. The Midterm will be worth 250 points and will comprise 50 questions on the course content to date. The Final exam will also be worth 250 points and comprise 50 questions. It will cover all course content with an emphasis on the latter half of the course.

Both exams comprise of multiple-choice questions.

Behavior Change Intervention Project (2000 words in length max. excluding references): 400 points

Assignment Guidelines

Based on the knowledge gained from the course content and your additional reading so far on theories applied to predict and explain behavior, and interventions designed to change people’s behavior, develop a question for a significant societal problem that needs to be addressing (tip: remember the stages of intervention development we explored in the first lecture starting with the problem, the population who behavior needs to change, and the theory-based mechanisms that need to be activated to bring about that change), and then design a behavior change intervention to address the issue (tip: the intervention will likely involve some sort of study with the appropriate design and evaluation elements).

First, choose a behavior that is likely to solve a significant problem in society, and is of interest to you. Second, review the relevant literature to provide a comprehensive basis for the significance of the behavior in promoting a positive or adaptive change (tip: think of behaviors that might improve health or well-being, promote better learning, increase work productivity, or promote better interpersonal relationships), identify existing research applied to understand and change your chosen behavior including relevant theory applied to understand the behavior and the methods used to change it. Third, based on the review, identify the proposed theory- and evidence-based methods you will use to change the target behavior, and develop an intervention aimed at changing the behavior in the target population. Fourth, design a proposal for a study aimed at providing the necessary evidence to support the effectiveness (efficacy) of your intervention (tip: remember you will need to use an appropriate research design and include relevant measures of the target behavior and/or outcome to demonstrate the change – use the planning tool in Appendix 1 to help guide your thoughts).

Your project write-up should be structured under the following subheadings (tip: use the template provided to guide the structure of your project – see the Appendix 2):

Background. Provide a comprehensive review of the literature related to the problem of interest, and use it to develop a rationale for the proposed behavior change intervention. Include the relevant and current literature that has addressed the issue as well as the theory that has been applied to better understand and change the behavior.

Project Aims & Hypotheses: Outline the specific aims of the proposed intervention which reflect the literature on the topic. Present clear research questions/hypotheses to test your predictions and achieve the aims of your intervention.

Method: Discuss the methods of the proposed intervention including: participants, procedure, and measures/materials used to evaluate its effectiveness.

Outcomes and Implications: Describe the expected outcomes, associated implications, and significance of the behavioral intervention promotion you have proposed to undertake. For example, how do the outcomes inform practice, policy, and/or further scientific enquiry?

Learning Outcomes

This assessment piece is designed to give students an opportunity to demonstrate their knowledge of behavior change theory and how it can be utilized to inform an intervention to change a target behavior and produce outcomes of interest.

References

As we encourage evidence-based practice, you will be required to reference appropriate literature including, but not limited to, any of the readings posted on the PSY-190-2/3 CatCourses site.

Format

The project must follow APA (6th Edition) format. There are several useful resources on APA format on the internet, including the following websites:







The template in Appendix 2 will also give guidance.

The project write-up should be submitted on CatCourses on the due date (see Course Schedule, below).

Research Participation: 100 points

Throughout the semester, you will be required to participate in research studies run by the course team. Further information on these opportunities will be given later in the semester, there will be ample opportunity for you to gain full credit for this aspect of the course. You will be given the opportunity to discuss the relevance of the study with the course team after your participation. This is an opportunity to gain first-hand experience on how evidence of theories of behavior change is produced.

Class Policies

Make-ups: Make-ups for missed exams or assignments are permissible only for medically-related issues. In this case, the student should provide the professor or TA with written documentation from the student health center or a doctor.

Assignment submission: All assignments are to be uploaded in the ASSIGNMENTS link on CatCourses. Do not send your assignment via email. If you email an assignment without uploading them into the proper assignment page, they will not be graded and you will not receive points for that assignment. We will not accept late assignments. Assignments are to be turned in by 11:59PM the day it is due. CatCourses is programmed to close submissions automatically and record the exact date and time you submitted your work. Computer-related issues are NOT accepted excuses for missed or late assignments (such as battery running out, WiFi interruption, hard drive malfunction, and not relying on a cloud/back-up drive).

General conduct and expectations: Although attendance is not mandatory, attendance and final grades tend to be correlated. During class, we expect a high degree of respect shown towards instructors, as well as to fellow classmates. This includes turning ringers off, refraining from text messages/email/internet surfing, and limiting conversations to after class.

Special Accommodations

Students that require academic accommodations should notify the professor as soon as possible. Appropriate accommodations will be in conjunction with UC Merced’s disability services. Students must provide proper documentation well in advance to any assignment necessitating accommodation. To get more information about disabilities services, please contact the UC Merced disability services coordinate through their website:

Academic Honesty

University policy mandates that the highest level of academic integrity be maintained on this campus. The University’s policy on academic honesty can be found at this web address:



Infringements include cheating on exams in any form, representing the work of others as your own, and plagiarizing/failing to properly acknowledge the intellectual property of others. This policy will be strongly adhered to in this course. Violation of academic integrity policies can result in an assignment of zero points to the work in question, assignment of a failing grade in the course, and/or a report to the Office of Judicial Affairs.

Course schedule

The goals and learning outcomes on the course are attained through taught content delivered in class and student independent study. The taught content of the course is outlined below. Teaching resources (lecture slides, videos, weblinks etc.) will be posted on the PSY-190-2/3 CatCourses site after each class, with the reading and materials posted in advance during the week of the lecture so that students can do the relevant reading prior to class. In terms of studying for this course, we recommend students do the relevant reading before class. In class, take notes on each lecture slide as it is presented by your instructor (tip: make note of the relevant slide number in your notes in the bottom right alongside your notes). You can then cross-reference your notes with the lecture slides when they are posted after class. This is an effective learning strategy as it encourages students to actively engage in the lecture content during independent study as they match their notes with the lecture slides.

|Week |Topic |Reading and materials (see below for full references – pdfs of research articles |

| | |be posted on CatCourses) |

|1 (Aug 30) |Introduction: Thinking Behaviorally |Abraham (2012) |

| | |Davis et al. (2015) |

| | |Glanz, Rimer, & Viswanath (2007) |

| |Theories: Basic assumptions, methods, and | |

| |processes in behavior change |Michie & Abraham (2008) |

| | |Michie, Rothman, & Sheeran (2007) |

| | |Michie & Johnston (2012) |

| | |Sheeran, Klein, & Rothman (2017) |

|2 (Sep 6) |Changing behavior using social cognitive theory|Talsma et al (2018) |

| |and self-efficacy |McAlister, Perry & Parcel (2007) |

| | | |

| |Self-efficacy interventions |Luszczynska, Tryburcy, & Schwarzer (2007) |

| | |Sheeran et al. (2016) |

| | | |

|3 (Sep 13) |Changing behavior using the theory of planned |Ajzen (1991) |

| |behavior |Hagger (2019) |

| | | |

| |Attitudes and persuasive communication |Ajzen (2003) |

| |interventions |Johnson, Wolf, Maio & Smith-McLallen (2019) |

| | |Chatzisarantis & Hagger (2005) |

| | | |

| | | |

| | | |

|4 (Sep 20) |Changing behavior using the health belief model|Champion & Skinner (2007) |

| |and protection motivation theory |Milne et al. (2000) |

| | |Pechmann, Zhao, Goldberg, & Reibling (2003) |

| |Affect-based interventions | |

| | |Conner, McEachan, Taylor, O'Hara, & Lawton (2015) |

| | |Flett et al. (2016) |

|5 (Sep 27) |Changing behavior using dual-phase models |Schwarzer (2008) |

| | | |

| |Planning interventions | |

| | |Hagger & Luszczynska (2014) |

| | |Luszczynska, Tryburcy, & Schwarzer (2007) |

|6 (Oct 4) |Changing behavior using the transtheoretical |Marshall & Biddle (2001) |

| |model | |

| | | |

| |Motivational interviewing interventions |Hardcastle, Blake, & Hagger (2012) |

| | |Hardcastle et al. (2017) |

|7 (Oct 11) |Midterm Exam | |

| | | |

| | | |

|8 (Oct 18) |Changing behavior using dual-process and |Conner & McMillan (2007) |

| |integrated theories |Hagger & Chatzisarantis (2014) |

| | |Strack & Deutsch (2004) |

| | | |

| |Imagery interventions |Chan & Cameron (2012) |

| | |Conroy & Hagger (2018) |

| | |Keech, Hagger, & Hamilton (2019) |

|9 (Oct 25) |Changing behavior using self-determination |Deci & Ryan (2000) |

| |theory | |

| | | |

| |Autonomy-supportive interventions |Chatzisarantis & Hagger (2009) |

| | |Cheon, Reeve, & Moon (2012) |

| | |Reeve & Jang (2006) |

|10 (Nov 1) |Changing behavior using theories of habit |Gardner & Rebar (2019) |

| | |Wood (2017) |

| | |Wood & Neal (2016) |

| | |Wood & Rünger (2017) |

| |Habit interventions | |

| | |Hagger (2019) |

| | |Lally et al. (2010) |

|11 (Nov 8) |Changing behavior using social identity and |Borek et al. (2019) |

| |group approaches |Heaney & Israel (2007) |

| | | |

| |Changing behavior using ecological models |Sallis, Owen, & Fisher (2007) |

|12 (Nov 15) |Changing behavior by changing environments |Hollands, Marteau, & Fletcher (2016) |

| | | |

| |Economic, behavioral economic, and | |

| |incentive-based interventions |Li & Chapman (2013) |

| | |Venema, Kroese, & de Ridder (2017) |

|13 (Nov 22) |Behavior change intervention workshop | |

| | | |

| | | |

|14 (Nov 29) |Happy thanksgiving! | |

| | | |

| | | |

| |Behavior change intervention project due (Nov | |

| |30) | |

|15 (Dec 6) |Goal setting and monitoring interventions |Epton et al. (2017) |

| | |Locke (1996) |

| | |Locke & Latham (2019) |

| |Self-control interventions | |

| | |Friese et al. (2017) |

| | |Miles et al. (2016) |

|16 (Dec 13) |Recap lecture for final exam | |

| | | |

| | | |

| | | |

| | | |

|Important Dates |

|Oct 11 |Midterm exam |

|Nov 30 |Behavior change intervention project due date |

|Dec 17/20 |PSY-190-2 December 17 Final exam 11:30-14:30 COB2 170 |

| |PSY-190-3 December 20 Final exam 08:00-11:30 SSB 120 |

Reading

Abraham, C. (2012). Mapping change mechanisms onto behaviour change techniques: A systematic approach to promoting behaviour change through text. In C. Abraham & M. Kools (Eds.), Writing Health Communication: An Evidence Based Guide (pp. 99-116). Thousand Oaks, CA: Sage.

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. doi: 10.1016/0749-5978(91)90020-T

Ajzen, I. (2003). Behavioural interventions based on the theory of planned behavior. Retrieved April 14, 2003, from .

Ashford, S., Edmunds, J., & French, D. P. (2010). What is the best way to change self-efficacy to promote lifestyle and recreational physical activity? A systematic review with meta-analysis. British Journal of Health Psychology, 15, 265-288. doi: 10.1348/135910709x461752

Borek, A. J., Abraham, C., Greaves, C. J., Gillison, F., Tarrant, M., Morgan-Trimmer, S., . . . Smith, J. R. (2019). Identifying change processes in group-based health behaviour-change interventions: Development of the mechanisms of action in group-based interventions (MAGI) framework. Health Psychology Review, 13, 227-247. doi: 10.1080/17437199.2019.1625282

Champion, V. L., & Skinner, C. S. (2007). The health belief model. In B. K. R. K. V. K. Glanz (Ed.), Health education and health behavior (4th ed., pp. 45-65). San Francisco, CA: Jossey-Bass.

Chan, C. K. Y., & Cameron, L. D. (2012). Promoting physical activity with goal-oriented mental imagery: A randomized controlled trial. Journal of Behavioral Medicine, 35, 347-363. doi: 10.1007/s10865-011-9360-6

Chatzisarantis, N. L. D., & Hagger, M. S. (2005). Effects of a brief intervention based on the theory of planned behavior on leisure time physical activity participation. Journal of Sport and Exercise Psychology, 27, 470-487. doi: 10.1123/jsep.27.4.470

Chatzisarantis, N. L. D., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24, 29-48. doi: 10.1080/08870440701809533

Cheon, S. H., Reeve, J., & Moon, I. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34, 365-396. doi: 10.1123/jsep.34.3.365

Conner, M. T., McEachan, R., Taylor, N., O'Hara, J., & Lawton, R. (2015). Role of affective attitudes and anticipated affective reactions in predicting health behaviors. Health Psychology, 34, 642-652. doi: 10.1037/hea0000143

Conroy, D., & Hagger, M. S. (2018). Imagery interventions in health behavior: A meta-analysis. Health Psychology, 37, 668-679. doi: 10.1037/hea0000625

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. doi: 10.1207/S15327965PLI1104_01

de Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16, 76-99. doi: 10.1177/1088868311418749

Davis, R., Campbell, R., Hildon, Z., Hobbs, L., & Michie, S. (2015). Theories of behaviour and behaviour change across the social and behavioural sciences: A scoping review. Health Psychology Review, 9, 323-344. doi: 10.1080/17437199.2014.941722

Epton, T., Currie, S., & Armitage, C. J. (2017). Unique effects of setting goals on behavior change: Systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 85, 1182-1198. doi: 10.1037/ccp0000260

Flett, K., Grogan, S., Clark-Carter, D., Gough, B., & Conner, M. (2017). Male smokers’ experiences of an appearance-focused facial-ageing intervention. Journal of Health Psychology, 22, 422-433. doi: 10.1177/1359105315603477

Friese, M., Frankenbach, J., Job, V., & Loschelder, D. (2016). Does self‐control training improve self‐control? A meta‐analysis. Perspectives on Psychological Science, 12, 1077-1099. doi: 10.1177/1745691617697076.

Gardner, B., & Rebar, A. L. (2019). Habit formation and behavior change. Oxford Online Bibliographies. doi: 10.1093/OBO/9780199828340-0232

Glanz, K., Rimer, B. K., & Viswanath, K. (2007). Theory, research, and practice in health behavior and health education. In K. Glanz, B. K. Rimer & K. Viswanath (Eds.), Health education and health behavior (pp. 23-40). San Francisco, CA: Jossey-Bass.

Hagger, M. S. (2019). The reasoned action approach and the theories of reasoned action and planned behavior. In D. S. Dunn (Ed.), Oxford Bibliographies in Psychology. New York, NY: Oxford University Press.

Hagger, M. S. (2019). Habit and physical activity: Theoretical advances, practical implications, and agenda for future research. Psychology of Sport and Exercise, 42, 118-129. doi: 10.1016/j.psychsport.2018.12.007

Hagger, M. S., & Chatzisarantis, N. L. D. (2014). An integrated behavior-change model for physical activity. Exercise and Sport Sciences Reviews, 42, 62-69. doi: 10.1249/JES.0000000000000008

Hagger, M. S., & Luszczynska, A. (2014). Implementation intention and action planning interventions in health contexts: State of the research and proposals for the way forward. Applied Psychology: Health and Well-Being, 6, 1-47. doi: 10.1111/aphw.12017

Hardcastle, S. J., Blake, N., & Hagger, M. S. (2012). The effectiveness of a motivational interviewing primary-care based intervention on physical activity and predictors of change in a disadvantaged community. Journal of Behavioral Medicine, 35, 318-333. doi: 10.1007/s10865-012-9417-1

Hardcastle, S. J., Fortier, M. S., Blake, N., & Hagger, M. S. (2017). Identifying content-based and relational techniques to change behavior in motivational interviewing. Health Psychology Review, 11, 1-16. doi: 10.1080/17437199.2016.1190659

Harrison, J., Mullen, P., & Green, L. (1992). A meta analysis of studies of the health belief model with adults. Health Education Research, 7, 107-116. doi: 10.1093/her/7.1.107

Heaney, C. A., & Israel, B. A. (2007). Social networks and social support. In K. Glanz, B. Rimer & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 189-210). San Francisco, CA:: Jossey-Bass.

Hollands, G. J., Marteau, T. M., & Fletcher, P. C. (2016). Non-conscious processes in changing health-related behaviour: A conceptual analysis and framework. Health Psychology Review, 10, 381-394. doi: 10.1080/17437199.2015.1138093

Johnson, B. T., Wolf, L., Maio, G., & Smith-McLallen, A. (2019). Communication-induced persuasion or resistance: Processes and effects of who says what to whom. In B. T. Johnson & D. Albarracín (Eds.), The handbook of attitudes (2nd ed., Vol. 1, pp. 557-601). New York, NY: Psychology Press.

Keech, J. J., Hagger, M. S., & Hamilton, K. (2019). Changing stress mindsets with a novel imagery intervention: A randomized controlled trial. Emotion. doi: 10.1037/emo0000678

Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W., & Wardle, J. (2010). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40, 998–1009. doi: 10.1002/ejsp.674

Li, M., & Chapman, G. B. (2013). Nudge to health: Harnessing decision research to promote health behavior. Social and Personality Psychology Compass, 7, 187-198. doi: 10.1111/spc3.12019

Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5, 117-124. doi: 10.1016/S0962-1849(96)80005-9

Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5, 93-105. doi: 10.1037/mot0000127

Luszczynska, A., Tryburcy, M., & Schwarzer, R. (2007). Improving fruit and vegetable consumption: A self-efficacy intervention compared with a combined self-efficacy and planning intervention. Health Education Research, 22, 630-638. doi: 10.1093/her/cyl133

Marshall, S. J., & Biddle, S. J. H. (2001). The transtheoretical model of behavior change: A meta-analysis of applications to physical activity and exercise. Annals of Behavioral Medicine, 23, 229-246. doi: 10.1207/s15324796abm2304_2

McAlister, A. L., Perry, C. L., & Parcel, G. S. (2007). How individuals, environments, and health behaviors interact: Social cognitive theory. In K. Glanz, B. K. Rimer & K. Viswanath (Eds.), Health education and health behavior (pp. 169-188). San Francisco, CA: Jossey-Bass.

Michie, S., & Abraham, C. (2008). Advancing the science of behaviour change: A plea for scientific reporting. Addiction, 103, 1409-1410. doi: 10.1111/j.1360-0443.2008.02291.x

Michie, S., & Johnston, M. (2012). Theories and techniques of behaviour change: Developing a cumulative science of behaviour change. Health Psychology Review, 6, 1-6. doi: 10.1080/17437199.2012.654964

Michie, S., Rothman, A., & Sheeran, P. (2007). Current issues and new directions in Psychology and Health: Advancing the science of behavior change. Psychology and Health, 22, 249-253. doi: 10.1080/14768320701233582

Miles, E., Sheeran, P., Baird, H., Macdonald, I., Webb, T. L., & Harris, P. R. (2016). Does self-control improve with practice? Evidence from a six-week training program. Journal of Experimental Psychology: General, 145, 1075-1091. doi: 10.1037/xge0000185

Milne, S., Sheeran, P., & Orbell, S. (2000). Prediction and intervention in health-related behavior: A meta-analytic review of protection motivation theory. Journal of Applied Social Psychology, 30, 106-143. doi: 10.1111/j.1559-1816.2000.tb02308.x

Pechmann, C., Zhao, G., Goldberg, M. E., & Reibling, E. T. (2003). What to convey in antismoking advertisements for adolescents: The use of protection motivation theory to identify effective message themes. Journal of Marketing, 67, 1-18. doi: 10.1509/jmkg.67.2.1.18607

Peters, G.-J. Y., Ruiter, R. A. C., & Kok, G. (2013). Threatening communication: A critical re-analysis and a revised meta-analytic test of fear appeal theory. Health Psychology Review, 7, S8-S31. doi: 10.1080/17437199.2012.703527

Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218. doi: 10.1037/0022-0663.98.1.209

Rhodes, R. E., McEwan, D., & Rebar, A. L. (2019). Theories of physical activity behaviour change: A history and synthesis of approaches. Psychology of Sport and Exercise, 42. doi: 10.1016/j.psychsport.2018.11.010

Sallis, J. F., Owen, N., & Fisher, E. B. (2007). Ecological models of health behavior. In K. Glanz, B. K. Rimer & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 466-477). San Francisco, CA: Jossey-Bass.

Schwarzer, R. (2008). Modeling health behaviour change: How to predict and modify the adoption and maintenance of health behaviors. Applied Psychology: An International Review, 57, 1-29. doi: 10.1111/j.1464-0597.2007.00325.x

Sheeran, P., Klein, W. M. P., & Rothman, A. J. (2017). Health behavior change: Moving from observation to intervention. Annual Review of Psychology, 68, 573-600 doi: 10.1146/annurev-psych-010416-044007

Sheeran, P., Maki, A., Montanaro, E., Avishai-Yitshak, A., Bryan, A., Klein, W. M. P., . . . Rothman, A. J. (2016). The impact of changing attitudes, norms, and self-efficacy on health-related intentions and behavior: A meta-analysis. Health Psychology, 35, 1178-1188. doi: 10.1037/hea0000387

Strack, F., & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, 220-247. doi: 10.1207/s15327957pspr0803_1

Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136-150. doi:

Venema, T. A. G., Kroese, F. M., & De Ridder, D. T. D. (2017). I’m still standing: A longitudinal study on the effect of a default nudge. Psychology & Health, 33, 669-681. doi: 10.1080/08870446.2017.1385786

Wood, W. (2017). Habit in personality and social psychology. Personality and Social Psychology Review, 21, 389-403. doi: 10.1177/1088868317720362

Wood, W., & Neal, D. T. (2016). Healthy through habit: Interventions for initiating & maintaining health behavior change. Behavioral Science & Policy, 2. doi: 10.1353/bsp.2016.0008

Wood, W., & Rünger, D. (2016). Psychology of habit. In S. T. Fiske (Ed.), Annual Review of Psychology (Vol. 67, pp. 289-314). Palo Alto: Annual Reviews.

Psychology Program Learning Outcomes

Students who complete the Psychology major will:

1. Show knowledge of the key substantive content of the field of psychology, including memory and thinking, sensory psychology and physiology, developmental psychology, clinical and abnormal psychology, and social psychology.

2. Demonstrate that they understand the basic principles of and correctly interpret applications of the designs and methods that psychologists use to gather data.

3. Show that they can understand and correctly interpret the statistical analyses psychologists use to analyze data.

4. Show that they understand and can apply the writing style used in psychological literature (APA style).

UC Merced Guiding Principles

• Scientific Literacy: To have a functional understanding of scientific, technological and quantitative information, and to know both how to interpret scientific information and effectively apply quantitative tools;

• Decision Making: To appreciate the various and diverse factors bearing on decisions and the know-how to assemble, evaluate, interpret and use information effectively for critical analysis and problem solving;

• Communication: To convey information to and communicate and interact effectively with multiple audiences, using advanced skills in written and other modes of communication;

• Self and Society: To understand and value diverse perspectives in both the global and community contexts of modern society in order to work knowledgeably and effectively in an ethnically and culturally rich setting;

• Ethics and Responsibility: To follow ethical practices in their professions and communities, and care for future generations through sustainable living and environmental and societal responsibility;

• Leadership and Teamwork: To work effectively in both leadership and team roles, capably making connections and integrating their expertise with the expertise of others;

• Aesthetic Understanding and Creativity: To appreciate and be knowledgeable about human creative expression, including literature and the arts; and

• Development of Personal Potential: To be responsible for achieving the full promise of their abilities, including psychological and physical well-being

| |

|Describe the behavior you want to investigate and the current empirical literature related to that behaviour. What is/are the potential gap/s in knowledge? |

|Discuss the theoretical background you are basing your project on. (i.e., What theory/theories that you have studied on the course are you planning to use to |

|investigate, intervene, and change your chosen (target) behavior? |

|State your specific questions/ aim/s and prediction/s for your project. |

|Describe who your participants are going to be and the rationale for using your target sample. |

| |

|Number required |

|Gender |

|Age/age range |

|Any other characteristics |

|Any participants likely to exclude |

| |

|State how you will obtain your participants (e.g., volunteers, active recruitment) |

|Outline the proposed design of your study – how are you going to evaluate whether your chosen intervention ‘works’ in changing behavior? |

|State any measures/materials/apparatus required to evaluate your intervention (e.g., provide examples of the content of the intervention, measures used – such as |

|questionnaire items – and means used to measure change in the target behavior, what equipment/materials are going to be used in the study?). |

|Describe the content of your intervention including the behavior change techniques that you are going to use and how they link up with your theory. |

|Describe the procedure. Include: |

| |

|Context (e.g., in a laboratory, online, mass media, in schools, in the workplace) |

|Data collection techniques (e.g., paper-based surveys, intervention delivery details) |

|Ethics procedures |

|Project evaluation |

|Discuss the expected outcomes and implications of the project. Include: |

|Expected results |

|Expected practical applications and implications |

|Limitations |

|Directions for future research |

|Summary of overall conclusions and potential impact |

Appendix 1: Behavioral Intervention Project Assignment Planning Tool

Please note the tool is to help guide your thoughts, it is not to be submitted as part of the assignment.

Appendix 2: Template for behavioral intervention project assignment write-up

Note: Word limit is 2000 words. Words beyond this will not be marked.

Word count:

___________________________________________________________________________

Abstract

Type abstract here

Title

Introduction/Background

Introduction/background text here

Aims and Hypotheses

Aims and hypotheses text here, numbered/itemized list is recommended

Method

Participants

Participants’ text here

Procedure

Procedure text here

Measures/Materials

Level 3 (paragraph level)subheading if needed. Measures/materials text here

References

Chan, C. K. Y., & Cameron, L. D. (2012). Promoting physical activity with goal-oriented mental imagery: A randomized controlled trial. Journal of Behavioral Medicine, 35, 347-363. doi: 10.1007/s10865-011-9360-6

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