@article{Duckworth2011Selfr-17105,
  year={2011},
  doi={10.1080/01443410.2010.506003},
  title={Self-regulation strategies improve self-discipline in adolescents : Benefits of mental contrasting and implementation intentions},
  number={1},
  volume={31},
  issn={0144-3410},
  journal={Educational Psychology},
  pages={17--26},
  author={Duckworth, Angela Lee and Grant, Heidi and Loew, Benjamin and Oettingen, Gabriele and Gollwitzer, Peter M.}
}

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    <dcterms:abstract xml:lang="eng">Adolescents struggle with setting and striving for goals that require sustained selfdiscipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal-relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty-six 2nd-year high school students preparing to take a highstakes exam in the fall of their third year were randomly assigned to complete either a 30-minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self-regulatory strategy of successful goal pursuit.</dcterms:abstract>
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    <dc:language>eng</dc:language>
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    <dcterms:title>Self-regulation strategies improve self-discipline in adolescents : Benefits of mental contrasting and implementation intentions</dcterms:title>
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    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2012-01-17T09:30:10Z</dc:date>
    <dc:creator>Grant, Heidi</dc:creator>
    <dc:contributor>Oettingen, Gabriele</dc:contributor>
    <dc:creator>Duckworth, Angela Lee</dc:creator>
    <dcterms:bibliographicCitation>First publ. in: Educational Psychology ; 31 (2011), 1. - S. 17-26</dcterms:bibliographicCitation>
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    <dc:creator>Oettingen, Gabriele</dc:creator>
    <dc:creator>Loew, Benjamin</dc:creator>
    <dc:contributor>Duckworth, Angela Lee</dc:contributor>
    <dc:creator>Gollwitzer, Peter M.</dc:creator>
    <dc:contributor>Loew, Benjamin</dc:contributor>
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    <dc:contributor>Gollwitzer, Peter M.</dc:contributor>
    <dc:contributor>Grant, Heidi</dc:contributor>
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