Instructionally-Based Training in Self-Control: Behavior-Specific and Generalized Outcomes Resulting from Student-Implemented Self-Modification Projects

Abstract

Significant pre-post changes in outcome measures, differences between successful and unsuccessful students on expectations, and other factors are shown.

Effectiveness of a College-Level Self-Management Course on Successful Behavior Change

“…The present study also demonstrated that SM course participation positively influenced students’ cognition, consistent with previous studies (Hamilton, 1980; Menges & Dobroski, 1977). For example, students in the high-intensity SM course reported increased expectancy of success and a greater sense of internal locus of control at the completion of the semester.…”

“…Findings address several areas of interest. First, the acquisition and application of SM principles and skills through a college-level SM course were found to be effective in modifying a target behavior, which is consistent with previous findings (Dodd, 1986;Hamilton, 1980;Menges & Dobroski, 1977;Payne & Woudenberg, 1978;Rakos & Grodek, 1984). However, the major difference between the present results with that of previous findings is that the level of successful behavioral change was dependent on SM course intensity.…”

“…However, the major difference between the present results with that of previous findings is that the level of successful behavioral change was dependent on SM course intensity. Although some studies have found that moderate course intensity is sufficient enough for successful behavioral change (e.g., Hamilton, 1980; Payne & Woudenberg, 1978), the present findings indicate that successful change is more likely to occur via a high-intensity course. There are several plausible explanations for this discrepancy in findings.…”

“…The development of a practical skills set was found to be a valuable method in helping students to prevent from engaging in problematic behaviors, a potentially cost-effective intervention given the reduced likelihood of seeking professional services. Furthermore, these types of skills have been shown to be applicable to a wide range of problematic behaviors (Barrera & Glasgow, 1976; Hamilton, 1980; Rakos & Grodek, 1984; Worthington, 1979). In sum, beyond behavioral change, individuals using SM techniques have the tools to modify and improve cognitive processing, internal locus of control, and success expectancy.…”

“…Results indicated that with the exception of “nervous habits” (e.g., nail-biting, tic-like behavior), the process of completing the SM project was economical and equally as effective as individual or group treatment. Similarly, Hamilton (1980) investigated the efficacy of an SM program via a college course titled, “Psychological Principles of Human Relations.” Half of the course consisted of self-control theories and principles, and the other half focused on current issues in personal adjustment. Students ( N = 72) were asked to conduct a self-modification project as part of the course.…”