Specificity of planning and the maintenance of self-control: 1 Year follow-up of a study improvement program

Abstract

The results of an intensive 11-week study improvement program for 48 freshmen volunteers were examined in a 1-year follow-up. The participants, all of whom received training in basic study and self-control skills, were randomly assigned to groups that engaged in highly specific planning of their study behaviors (Daily Plans), moderately specific planning (Monthly Plans), or no explicit planning (No Plans). The distribution of participants' first semester grades was dichotomized to form High Grades (“B” average) and Low Grades (“D+” average) cohorts. In comparison to no-treatment controls, participants in both Grades cohorts significantly improved their GPAs during the follow-up and were less likely to withdraw from the university. In accord with predictions, moderately specific (monthly) planning led to the most substantial improvements over the follow-up period compared to all other High Grades groups. Analyses of process measures revealed that reported effective study behavior during the program were significantly related to long term outcomes, but only for the High Grades participants. Discussion focuses on the potential interaction between facilitory effects of moderately specific planning, inhibitory effects of highly specific planning, and contextuals factors in determining the observed outcomes.