Effects of Directed Thinking on Intentions to Engage in Beneficial Activities: Actions Versus Reasons¹

Abstract

An important application of psychological principles involves increasing intentions to engage in activities that, although admittedly beneficial, are often not initially appealing (e.g., studying, quitting smoking, dieting). The present study tests the utility of directed thinking as a tool for eliciting intentions to engage in such activities. Undergraduate students were directed to think either about the reasons why people should find studying enjoyable or about the actions that people might take to make studying enjoyable. Regardless of whether they thought as individuals or in cooperating dyads, students who thought about actions later reported greater intentions to spend time studying than did students who thought about reasons. The results have both theoretical and practical significance.

Elaboration enhances the imagined contact effect

“…We also note that while we used previously established measures of intention (Ratcliff et al, 1999), some of the items may not have appeared so directly related to intention (e.g., how "important" is future contact to you). Future research should use more varied measures of intention to confirm the effects we have demonstrated here.…”

“…These were adapted from Ratcliff, Ratcliff, Czuchry, Scarberry, Thomas, Dansereau and Lord (1999)'s measure of behavioral intentions. Participants were asked the following questions: "How much do you intend to interact with British Muslims in the future?"…”

From imagery to intention: A dual route model of imagined contact effects

“…For instance, Anderson (1983) found that after imagining themselves performing the various tasks, participants rated themselves as more likely to engage in the activities and expressed greater intentions to do so than those who had not engaged in a relevant imagery task. Ratcliff et al (1999) directed undergraduate students either to think about the reasons why people should find studying enjoyable (e.g., learn new things, make better grades, boost self-confidence) or to imagine the actions that people might take up to make studying more enjoyable (e.g., create a comfortable atmosphere, study with a friend, reward oneself). Imagining actions elicited more positive behavioural intentions towards studying than did thinking about reasons.…”

Strengthening Purity: Moral Purity as a Mediator of Direct and Extended Cross-Group Friendships on Sexual Prejudice

“…Behavioural intentions towards the outgroup were assessed with the following three items, adapted from Crisp and Husnu (2011; see also Ratcliff, Czuchry, Scarberry, Thomas, Dansereau, & Lord, 1999): "Thinking about the next time you find yourself in a situation where you could interact with an homosexual person (e.g., queueing for a bus, with friends in a café, etc. ):", "How likely do you think it is that you would strike up a conversation?…”