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How are habits formed: Modeling habit formation in the real world
Abstract
To investigate the process of habit formation in everyday life, 96 volunteers chose an eating, drinking or activity behaviour to carry out daily in the same context (for example 'after breakfast') for 12 weeks. They completed the self-report habit index (SRHI) each day and recorded whether they carried out the behaviour. The majority (82) of participants provided sufficient data for analysis, and increases in automaticity (calculated with a sub-set of SRHI items) were examined over the study period. Nonlinear regressions fitted an asymptotic curve to each individual's automaticity scores over the 84 days. The model fitted for 62 individuals, of whom 39 showed a good fit. Performing the behaviour more consistently was associated with better model fit. The time it took participants to reach 95% of their asymptote of automaticity ranged from 18 to 254 days; indicating considerable variation in how long it takes people to reach their limit of automaticity and highlighting that it can take a very long time. Missing one opportunity to perform the behaviour did not materially affect the habit formation process. With repetition of a behaviour in a consistent context, automaticity increases following an asymptotic curve which can be modelled at the individual level.
... This assessment informs the subsequent decision to maintain or abandon the habit. To solidify the habit, the behavior is repeatedly performed in the same context in stage three (Lally et al. 2010). In this stage, the focus shifts from defining and testing the habit to strengthening it. ...
... In the following, we describe i) the individual stages of habit formation and ii) discuss digital strategies that have the potential to support these stages. (Lally et al. 2010(Lally et al. , 2013 ...
... In this stage, digital strategies encourage repeated behavior, providing sufficient time to determine whether to sustain or abandon the habit and adjust and enhance the implementation intention (Stawarz et al. 2015). Furthermore, repeatedly executing the behavior in the context helps foster the mental association between the behavior and the contextual cues Lally et al. 2010). In this stage, prior HCI literature highlights strategies to provide trigger events that serve as cues and help maintain repetition (Stawarz et al. 2014). ...
Interventions for noncommunicable diseases (NCDSs) often require changing behaviors. In this regard, habitual behaviors (i.e., habits) are positively evaluated to foster behavioral changes. Forming habits is challenging but can be supported digitally. This paper reviews the requirements of forming habits and investigates how these requirements are implemented in habit apps. Based on the results, design principles are discussed for digital therapeutics. In contrast to con- ventional apps, digital therapeutics have a medical purpose and can be prescribed for the time it needs for a habit to form. The results reveal that conventional apps try to bind the user and ignore the state where the habit needs to be strengthened by decreasing technology use. In this regard, digital therapeutics reveal potential in supporting the formation of habits to prevent and treat NCDs.
... The length of time it takes to form a habit varies considerably between individuals. A study with new gym members found that 4 times per week for 6 weeks was the minimum time taken to form a new habit (Kaushal & Rhodes, 2015), but Lally et al. (2010) found that this varied between a few weeks and many months. Thus, while some mindfulness curricula suggest an 8-week course should be "sufficient time to bring your meditation practice to a point where it being to feel natural and like a way of life" (Kabat Zinn (1990), p. 424), this might not be long enough for some people to develop an established habit, and longer mindfulness training programs may be more effective in facilitating habit formation. ...
... However, an important insight from the health behavior literature is that behaviors do not have to be performed with perfect consistency during this time in order to form a habit. A study which tracked 96 individuals as they tried to form new eating, drinking, or exercise habits found that while consistency of repetition was crucial, occasional lapses did not affect habit formation (Lally et al., 2010). Setting minimal goals to encourage repetition of practice (e.g., practice every day even if it is only for 5 min; Williams & Penman, 2011) could thus be an effective strategy to help form a meditation habit (as suggested by Mantzios & Giannou, 2018). ...
Objectives
The benefits of mindfulness meditation can only be achieved if it is practiced, but health behavior research tells us that initiating and maintaining long-term behavior change is difficult. We propose that mindfulness meditation can be usefully viewed as a health behavior and that this perspective generates insights into how individuals can be supported to develop a healthy habit of mindfulness practice.
Method
We synthesize health behavior models with research on mindfulness practice and with mindfulness curricula to develop the Sussex Mindfulness MEDitation (SuMMed) model. This new theoretical model of mindfulness meditation as a health behavior outlines the stages individuals progress through as they develop a sustained habit of meditation and the processes that facilitate transition between these stages. We contextualize these processes within existing curricula and outline how they could be further supported.
Results
Our model generates a roadmap for future research as well as practical suggestions tailored to individuals at different stages of behavior change. In particular, our model highlights the need to support individuals to continue practice beyond formal instruction, and suggests how maintenance of a meditation habit could be facilitated.
Conclusions
Mindfulness meditation can be viewed as a health behavior, and understanding mindfulness practice through this lens can help bridge the challenges associated with developing and sustaining mindfulness practice.
... First, habits are highly dependent on context (Bouton, 2021;Thrailkill & Bouton, 2015), and laboratory settings in human experiments are different from common daily contexts. Second, most laboratory experiments in humans offer a relatively short duration of training, whereas real-life habits are established over a substantial period of time (Lally et al., 2010), ranging from weeks to months. This long timeframe is feasible for animal research but not for human laboratory research. ...
... In the task we presented here, we introduced several features that may have contributed to the successful demonstration of habit formation as a function of training duration: (1) Addressing habit-related contextual (Bouton, 2021;Thrailkill & Bouton, 2015) and temporal aspects (Adams, 1982;Lally et al., 2010) is likely to have contributed to our observed effect. In addition to performing the experiment in their natural environment, participants used their own smartphones and were able to use the app whenever and to whatever extent they chose to for a relatively substantial period of spaced training, thus providing a similar experience to using everyday apps. ...
Habits are a prominent feature of both adaptive and maladaptive behavior. Yet, despite substantial research efforts, there are currently no well-established experimental procedures for habit induction in humans. It is likely that laboratory experimental settings, as well as the session-based structure typically used in controlled experiments (also outside the lab), impose serious constraints on studying habits and other effects that are sensitive to context, motivation, and training duration and frequency. To overcome these challenges, we devised a unique real-world free-operant task structure, implemented through a novel smartphone application, whereby participants could freely enter the app (24 hours a day, 7 days a week) to win rewards. This procedure is free of typical laboratory constraints, yet well controlled. Using the canonical sensitivity to outcome devaluation criterion, we successfully demonstrated habit formation as a function of training duration, a long-standing challenge in the field. Additionally, we show a positive relationship between multiple facets of engagement/motivation and goal-directedness. We suggest that our novel paradigm can be used to study the neurobehavioral and psychological mechanism underlying habits in humans. Moreover, the real-world free-operant framework can potentially be used to examine other instrumental behavior-related questions, with greater face validity in naturalistic conditions.
... Yet, assuming that people may become more aware of their habits due to the measurement and thus reduce their food waste, the introduction of the measurement routine could alter people's habits. After all, a new routine takes 66 days on average to become a habit (Lally et al., 2010), thus continued measurement could induce a behavioral change. This would mean that the new behavior would persist after the study period. ...
... In other words, we observed a measurement effect toward food waste reduction. Our measurement period was sufficiently long to allow people to build a new routine of measuring Reducing food waste by simply measuring it household food waste (Lally et al., 2010), and to possibly create behavioral change. This brings up new questions, such as: Given that the participants in the control condition diminished their food waste without receiving any motivational enhancement, tips, or advice, are food waste reduction interventions that aim at providing people with skills and knowledge even required? ...
Purpose
Overcooking and overbuying are two main causes of food waste in households. Therefore, this study tests whether two interventions, aimed at cooking planning versus purchasing planning, can reduce food waste in households by using self-report direct measurements. Because measuring household food waste can impact how much food is wasted, the effects of the mere measurement of household food waste over time were assessed as well.
Design/methodology/approach
A sample of 80 households was distributed into three groups (control, purchasing planning and cooking planning) and their household food waste was weighed over a period of 166 days. After the first 91 days, behavioral interventions were delivered to purchasing planning and cooking planning groups. Repeated measures ANOVA, linear regression and a two-level mixed model were used for data analysis.
Findings
Results showed that the interventions were not effective in influencing the participants to reduce household food waste beyond the reduction in the control group. However, there is evidence of a mere measurement effect that caused household food waste reduction over time.
Originality/value
This study's experimental period is longer than most of the studies that tested behavioral interventions for household food waste reduction. This enabled the authors to assess the effects of repeated measurement and discover that measurement alone can bring behavioral change.
... A similar study was conducted in our institution and included patients with systolic blood pressure (SBP) above 140 mmHg using the videos only (Lally et al., 2010). A significant reduction in SBP was exhibited. ...
... This could be because of the seriousness of hypertension when compared to prehypertension and the levels of risks associated with each condition. This could also be due to the level of knowledge of hypertension, level of education, and the duration of the condition, which resulted in lesser compliance with lifestyle modification (Lally et al., 2010). ...
Background
Hypertension is a leading cause of morbidity and mortality in Saudi Arabia, causing a significant public health challenge in the kingdom. In this study, we aimed to assess the feasibility of the Blood pressure LifeStyle Management (BLSM) program for preventing hypertension by making a significant changes in lifestyle interventions through controlling some risk factors such as behavior, diet, physical activities, and weight in Primary Care.
Aim
The aim of this study is to evaluate the effectiveness of the Blood pressure LifeStyle Management (BLSM) program in reducing blood pressure.
Methods
This is a cohort of three-month period feasibility study in a primary care setting in a before-and-after study design.
Results
A total of 100 individuals were recruited for the study, and 73 have completed the program. The overall systolic (SBP) and diastolic (DBP) blood pressure showed an increment of 0.75 and 1.67 mmHg, respectively. The subgroup analysis exhibited a decrease in SBP (−6.5 mmHg) for patients with hyperlipidemia, while a DBP average increased (+2 mmHg). Females showed a decrease in SBP (−1.04 mmHg) compared to males, who increased in their SBP (+1.69). Smokers showed a significant improvement in SBP and DBP with p < 0.05.
Conclusion
Lifestyle intervention can improve and control blood pressure in primary care settings. The program can be tailored to include more participants, the length of the program could be modified, and the frequency of follow-ups could be increased to enable participants to change their habits and incorporate better life choices in their daily routines.
... The amount or frequency of repetition in the habit formation process remains unclear (Lally et al., 2011). However, some researchers (e.g., Lally et al., 2010;Lally et al., 2011;Lally & Gardner, 2013) have concluded that consistent repetition of behaviors increases habit strength. As Rivers (1964, p. 35) states, "Habit strength is a function of how many of the stimuli produced by a response have this so-called reinforcing potential. ...
... Therefore, the process of language learning through online learning or other mediated technologies is associated with breaking old habits. To form a habit, the presence of cues related to online learning environments should be repeated regularly and become a behavior (Lally et al., 2010), variables that discourage the maintenance of the behavior should be considered (Borland, 2010). In this context, the necessity of online language learning should be conveyed to the learners, and smartphone or notification services may be used as cues to form habits. ...
Bu kitap, eğitim bilimleri ve öğretmen yetiştirme temel alanına özgü alt disiplin alanları ile ilgili çalışmaları bir araya getirerek, bilim insanlarının güncel araştırmalarını sunmayı amaçlamaktadır. Bu alanın akademisyenleri tarafından gelen yoğun talebi doğrultusunda oluşturduğumuz “Eğitim Bilimleri Araştırmaları” serimiz üç kitap ile tamamladık. Yeni serimize “Eğitimde Güncel Araştırmalar” adını verdik. Kitabımız, özellikle eğitim bilimleri ve öğretmen yetiştirme alanında araştırma yapmak isteyen akademisyenlere ilham kaynağı olmayı hedeflemektedir. Ayrıca, okurlar için faydalı bir kaynak olarak da kullanılabileceğini düşünüyoruz. Kitabın ortaya çıkmasında yazılarıyla katkı sunan yazarlara ve hazırlanmasında emeği geçen herkese teşekkür ederiz.
... This lack of detachment or its insufficiency develops into a habit and becomes a chronic state (Ouellette & Wood, 1998;Sonnentag & Fritz, 2015). The development of habits can take up to nearly nine months (Lally et al., 2010); after this time span, not recovering is habitual for the employee, which is correlated with decreased health and work ability in the long term. ...
... Second, when cognitive demands are unavoidably high, the employee's psychological detachment could be supported in order to break the habit of not recovering. Interventions to shape new habits to promote recovery need repetitions from 18 to 254 days until they become habitual (Lally et al., 2010). This way, supervisor's support can facilitate employees' recovery. ...
A lack of recovery like psychologically detaching from work can be detrimental to health. High cognitive demands may jeopardise detachment from work. Longitudinal studies concerning the long-term effects of cognitive demands on health and work ability via psychological detachment are understudied. Research has shown that social support may buffer the relationship between job demands and psychological detachment. However, the role of supervisor support was not examined specifically. We hypothesise psychological detachment to mediate the relationship between cognitive demands, general health, and work ability. Supportive or inconsiderate behaviours of a supervisor can further moderate the relationship between cognitive demands and psychological detachment. Statistical analyses were carried out with three-wave panel data from the German Federal Institute for Occupational Safety and Health with lags of two years (2015–2019) from 3,867 employees who took part in the survey. The results conveyed that mediation by psychological detachment was significant, while supervisor (non)support moderated the relationship between cognitive demands and psychological detachment only cross-sectionally. This study emphasises the role of supervisor in the stressor-detachment model and the positive effect of recovery experience on health. Therefore, in practice, the role of supervisor behaviour for employees’ psychological detachment should be addressed in management training courses.
... Algunos autores aseveran que para crear un hábito, el ser humano necesita un mínimo de 21 días consecutivos de práctica, otros indican que se requiere más de 2 meses para que un nuevo comportamiento se convierta en hábito (Lally et al., 2009). En este sentido, es relevante enfatizar que a medida que avanzó el programa hubo una tendencia positiva a desarrollar varios hábitos, tales como escuchar podcasts y estudiar de manera autónoma, propiciando en los estudiantes una buena aceptación a las nuevas experiencias educativas con tecnología. ...
... Some authors state that to create a habit, the human being needs a minimum of 21 consecutive days of practice; others indicate that it takes more than 2 months for a new behavior to become a habit (Lally et al., 2009). In this sense, it is relevant to emphasize that as the program progressed, there was a positive tendency to develop several habits, such as listening to podcasts and studying autonomously, fostering in students a good acceptance of new educational experiences with technology. ...
As part of the educational transformation, technology is used to raise the quality of learning. This study evaluates an experimental program focused on using podcasts as support material outside the classroom to promote EFL students' learning
of vocabulary and pronunciation. The investigation adopted mixed methods. It used the Audiolingual method and the Natural Approach under a humanistic criterion. Participants were fifty-two first-grade Mexican students from a public elementary school, aged six and seven, divided into an experimental group and a control group. To collect quantitative and qualitative data, the researchers applied several techniques, such as pretest, posttest, note-taking, and focus groups. Results revealed a significant improvement in pronunciation and vocabulary acquisition in the experimental group's participants, outperforming those in the control group. An increase in boys and girls' abilities to work with technology, autonomy development, and students' positive attitudes toward learning English using podcasts was evidents. Despite the myriad factors that delay the development of speaking and listening skills of beginners, consistent with other studies, the investigation proves that using attractive and novel podcasts facilitates English language learning.
... Algunos autores aseveran que para crear un hábito, el ser humano necesita un mínimo de 21 días consecutivos de práctica, otros indican que se requiere más de 2 meses para que un nuevo comportamiento se convierta en hábito (Lally et al., 2009). En este sentido, es relevante enfatizar que a medida que avanzó el programa hubo una tendencia positiva a desarrollar varios hábitos, tales como escuchar podcasts y estudiar de manera autónoma, propiciando en los estudiantes una buena aceptación a las nuevas experiencias educativas con tecnología. ...
... Some authors state that to create a habit, the human being needs a minimum of 21 consecutive days of practice; others indicate that it takes more than 2 months for a new behavior to become a habit (Lally et al., 2009). In this sense, it is relevant to emphasize that as the program progressed, there was a positive tendency to develop several habits, such as listening to podcasts and studying autonomously, fostering in students a good acceptance of new educational experiences with technology. ...
As part of the educational transformation, technology is used to raise the quality of learning. This study evaluates an experimental program focused on using podcasts as support material outside the classroom to promote EFL students' learning
of vocabulary and pronunciation. The investigation adopted mixed methods. It used the Audiolingual method and the Natural Approach under a humanistic criterion. Participants were fifty-two first-grade Mexican students from a public elementary school, aged six and seven, divided into an experimental group and a control group. To collect quantitative and qualitative data, the researchers applied several techniques, such as pretest, posttest, note-taking, and focus groups. Results revealed a significant improvement in pronunciation and vocabulary acquisition in the experimental group's participants, outperforming those in the control group. An increase in boys and girls' abilities to work with technology, autonomy development, and students' positive attitudes toward learning English using podcasts was evidents. Despite the myriad factors that delay the development of
speaking and listening skills of beginners, consistent with other studies, the investigation proves that using attractive and novel podcasts facilitates English language learning.
... One successful strategy for maintaining health behaviors like mindfulness meditation is through the formation of a habit (Gardner, 2015;Phillips & Gardner, 2016;Wood & Neal, 2016). Habits are formed over time as a result of repeatedly performing a desired behavior in response to a contextual cue until the behavior becomes automatically or reflexively cued (Lally et al., 2010). This process reduces the cognitive effort associated with initiating the behavior, thereby making daily performance of the behavior easier, even when motivation is low (Gardner, 2015). ...
... This process reduces the cognitive effort associated with initiating the behavior, thereby making daily performance of the behavior easier, even when motivation is low (Gardner, 2015). Habits typically take 3 to 4 months to form, which is when the strength of the habit, i.e., the degree of automaticity of the behavior, is reaching its maximum (Keller et al., 2021;Lally et al., 2010). Strong habits have been shown to support many daily health behaviors, such as physical activity (Hagger, 2019;Phillips & Gardner, 2016). ...
Mobile mindfulness meditation apps are an accessible resource for managing mental health during stressful life events. However, long-term stressors may warrant more persistent engagement with mindfulness meditation over time. The purpose of this study was to investigate the dynamic relationships between COVID-19-related worry, mindfulness meditation app use, mindfulness meditation habit strength, and mental health over the first year of the COVID-19 pandemic.
Self-report and app usage data were collected from a sample of mindfulness meditation app users at six time points between April 2020 and May 2021. Poisson regression models were used to analyze associations between COVID-19-related worry, multiple measures of mindfulness meditation app use, self-reported mindfulness meditation habit strength, and three mental health outcomes: anxiety, stress, and depression.
COVID-19-related worry was associated with increased mindfulness meditation app use and higher rates of anxiety, stress, and depression (p < 0.001). Increases in mindfulness meditation app habit strength were associated with greater mindfulness meditation app use (p < 0.001). Increases in mindfulness meditation app habit strength were linked to more app use and, when other variables were taken into account, lower rates of anxiety, stress, and depression (p < 0.01).
These findings underline the potential of regular use of mindfulness meditation apps in maintaining mental health during ongoing stressors like the COVID-19 pandemic. Future research should investigate the causal relationship between mindfulness meditation app habits and mental health, as well as identify strategies to promote strong mindfulness meditation app habits that may protect mental health when exposed to prolonged and pervasive stressors.
This study is not preregistered.
... This timeframe aligns with the academic calendar in Nigeria, where an academic year is divided into three terms, each spanning 12 weeks. This choice is consistent with the findings of Lally et al. (2010), who suggested that it takes anywhere from 18 to 254 days to effect a change in an individual's attitude, and up to 66 days for this change to become internalized. Additionally, Brinor et al. (2015) supported the idea that meaningful attitude change occurs gradually, unfolding over a period of weeks and months, driven by thoughtful and persuasive consideration of significant perspectives (LaCour & Green, 2014). ...
In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.
... 3 Adopting healthy habits is key to the effective management of hypertension; however, sustainable behavior change has shown to be a major challenge. 4 Health coaching, which focuses on encouraging health-related behaviors via goal-setting and education, 5 has shown promise in improving hypertension and other chronic disease outcomes. 6 We have previously highlighted the need for more research on the efficacy of behavior coaching to improve the self-management of hypertension due to several limitations in the literature such as the absence of significant improvements in clinical outcomes, 6 or the need for a human coach to provide the coaching. ...
Background
Mobile health technologies have shown promise as delivery platforms for digital health coaching for chronic conditions. However, the impacts of such strategies on users’ health beliefs, intentions and ultimately clinical outcomes are understudied.
Objective
This study sought (1) to evaluate the effects of a digital health coaching intervention on participants’ belief constructs; and (2) to assess relationships between these belief constructs and intentions to utilize the technological intervention, actual adherence metrics and clinical outcomes related to hypertension.
Methods
Thirty-four participants with hypertension were recruited from a university community from January to May 2021. They self-measured weight and blood pressure (BP) for 30 days followed by digital coaching delivered via a mobile application for 30 days. Surveys assessed constructs from the Health Belief Model and Technology Acceptance Model, compared to intention, health belief, BP self-monitoring adherence and BP outcomes. A path analysis model was used to assess the relationships between constructs and intention, adherence metrics and clinical outcomes. A Kruskal–Wallis test was used to identify changes in beliefs.
Results
Participant health beliefs significantly improved after coaching, including self-efficacy (H(1) = 15.12, p < 0.001), cues to action (H(1) = 5.33, p = 0.02), attitude (H(1) = 10.35, p = 0.002), perceived usefulness (H(1) = 15.02, p < 0.001) and decreased resistance to change (H(1) = 4.05, p = 0.04). Adherence to BP measurements positively correlated with perceived health threat (β = .033, p = 0.007) and perceived ease of use (β = .0277, p < 0.001). Self-efficacy (β = −2.92, p = 0.02) and perceived usefulness (β = −3.75, p = 0.01) were linked with a decrease in diastolic BP.
Conclusions
A mobile health coaching intervention may help participants improve beliefs regarding hypertension self-management.
... Habit development is noted as one of the lasting methods by which people obtain and maintain self-regulation (Kroese, 2019). Lally et al. (2010) report an average of 66 days to develop a strong habit, with a wide variation from 8 to 254 days. The context of this program encouraged habit development via a consistent focus on cues from their bodies (self-awareness aided by biofeedback), repeated opportunities of experiencing a relaxation state, and practicing brief skills to quickly recreate the awareness and relaxed state, which could then transfer to practice in other independent environments. ...
Managing stress in the post-COVID world requires a program that can efficaciously and cost-effectively address a large number of people who have differing experiences and needs and can also be adapted for internet presentation. The purpose of this paper is to share observations, collected over more than forty years, of group stress management training in university and community settings. The specific data reported are from a subgroup that is representative of the other groups. An in-person group stress-management program of 141 adults in community clinics with approximately 15 to 20 per group attended 10 training sessions across 5 weeks with pre-post personality measures. The group also documented 5 weeks of home practice, symptoms, and medication use. The average group improvement in well-being was 80%, following training in breathing, progressive muscle relaxation, autogenic training, visualization, quieting response, and alphagenics, with individual temperature biofeedback having been provided during the last 5 classes. A pre- to post-two-way analysis of variance (ANOVA) revealed that the Spielberger State-Trait Anxiety Inventory (STAI) trait anxiety and Eysenck Personality Inventory (EPI) neuroticism significantly decreased. EPI extraversion increased only in females. Males and females equally preferred autogenic training (55%). The most successful males and females were older, practiced more, reported greater increases in self-confidence, and attributed more of their success to the group and/or instructor. The success of a program may also be associated with excellent home practice compliance, being a part of a group, and increases in self-confidence/efficacy.
... When considering destinations that were frequently traveled using specific travel modes, this travel mode appeared to be established as a habit (Theme 4). Habits describe automatically executed actions, which are triggered by the context associated with the respective behavior (Wood and Neal, 2007;Lally et al., 2010). Given that a certain destination acted as such a trigger, the established travel mode was used even in unfavorable circumstances. ...
Active travel can contribute to multiple health benefits in youth. Previous research has identified several factors influencing travel behavior. This study investigates how adolescents process these factors during their decision-making process on travel mode choice. Semi-structured interviews were conducted with 13 adolescents (11–14 years) and analysed using deductive–inductive thematic analysis. Four themes were generated from which the decision-making process on mode choice was conceptualized according to adolescents. The step-by-step process in which travel mode options were gradually reduced, was dependent on the context (Theme 1), the perceived availability of travel mode choice options, which was influenced by factors beyond the individual’s perceived control (Theme 2), and on adolescents’ pros/cons assessment to identify the most convenient option. Adolescents’ habitually used travel mode influenced the decision at several stages throughout the process (Theme 4). To promote healthy travel behaviors, interventions should consider contextual circumstances, balance between enabling autonomous choices and promoting advantages of active travel modes, address individual travel modes and include practices that foster conscious processing of decision-making.
... Según, Bernate (2021), en su investigación se muestra la influencia e incidencia positiva del juego en el desarrollo de la psicomotricidad. En la misma línea, se ha observado que intervenciones basadas en juegos motores mejoran la motivación, la capacidad de resolver problemas, componentes de la condición física y el gusto por practicar actividades físicas (Lally et al., 2010;Valdivia-Moral et al., 2020). Asimismo, se encontraron hallazgos en donde los juegos cooperativos influyen significativamente en desarrollo de la psicomotricidad en niños menores a 5 años (p = 0,000 ˂ ,005), estos hallazgos indican que el 68% de los niños que fueron intervenidos con un programa de actividad lúdica, alcanzaron un nivel de desarrollo psicomotriz acorde a su edad cronológica (Rodríguez, 2018). ...
El presente estudio muestra la importancia de implementar actividades lúdicas para el desarrollo psicomotriz durante la primera infancia. El propósito de esta investigación fue determinar la influencia del programa de actividades lúdicas para el desarrollo perceptivo motriz en niños de 4 y 5 años de edad de la Institución Educativa Inicial San Juan Bautista Puno-Perú. Esta investigación adoptó un enfoque cuantitativo, de tipo experimental, con un diseño preexperimental. Se implementó un programa de actividades lúdicas durante 10 meses, básicamente el programa desarrolló tres dimensiones: sensoriales, motrices y desarrollo anatómico. Para evaluar el nivel de desarrollo psicomotriz se empleó el test de Jack Capón antes y después de la implementación del programa, seguidamente, se utilizó la prueba estadística de los rangos de Wilcoxon a fin de evaluar la influencia. Los resultados muestran que el programa, influyó significativamente en el desarrollo de la psicomotricidad (Z = - 8,947; p<0.001), logró mejorar las habilidades psicomotrices como: esquema corporal (Z=- 8,174; p<0.001) equilibrio (Z=- 8,411; p<0.001); salto y caída (Z=- 9,065; p<0.001); recorrido con obstáculos (Z=- 9,921; p<0.001); recepción de la pelota (Z=- 8,852; p<0.001) y salto con un pie (Z=- 8,237; p <0.001). La actividad lúdica en la infancia se asocia con mejoras en la salud fisiológica y principalmente en el desarrollo de la motricidad que es importante para prevenir la aparición de enfermedades cardiovasculares en etapas posteriores de la vida. Palabras claves: Actividades lúdicas, desarrollo perceptivo motriz, desarrollo sensorial, desarrollo anatómico, infancia. Abstract. This study shows the importance of implementing play activities for psychomotor development during early childhood. The purpose of this research was to determine the influence of the program of play activities for the perceptual-motor development in 4 and 5 year old children of the San Juan Bautista Puno-Peru Early Childhood Educational Institution. This research adopted a quantitative, experimental approach, with a pre-experimental design. A program of play activities was implemented for 10 months, basically the program developed three dimensions: sensory, motor and anatomical development. To evaluate the level of psychomotor development, the Jack Capon test was used before and after the implementation of the program, then the Wilcoxon rank statistical test was used to evaluate the influence. The results show that the program significantly influenced the development of psychomotor skills (Z = - 8.947; p<0.001), improved psychomotor skills such as: body schema (Z=- 8.174; p<0.001), balance (Z=- 8.174; p<0.001) and motor skills (Z=- 8.174; p<0.001). 001) balance (Z=- 8,411; p<0.001); jumping and falling (Z=- 9,065; p<0.001); obstacle course (Z=- 9,921; p<0.001); ball reception (Z=- 8,852; p<0.001) and jumping with one foot (Z=- 8,237; p<0.001). Playful activity in childhood is associated with improvements in physiological health and mainly in the development of motor skills that are important for preventing the onset of cardiovascular disease later in life. Keywords: Play activities, perceptual-motor development, sensory development, anatomical development, childhood.
... Finally, the program could be strengthened by adding incentives (prerecordings, planners, etc.) to engage in healthy choices and expression through art and movement. According to Lally et al. (2010), it takes consistency and time to instill new behaviors and habits. ...
... Families need to successfully incorporate their child's asthma medication management into daily routines. This may occur through the development of habits, which can form from repeated behavior in a specific context or setting, and repeating that behavior or strengthening that habit may increase how automatic the behavior becomes (21,22). As habits become more automatic and integrated into behavior, they may override other desires or other conscious factors that come up and may also predict adherence to certain actions, such as administration of daily medications. ...
Introduction
Medication adherence is suboptimal in childhood asthma. Children rely on caregivers to manage medication administration. It is important to detect families who are at risk for poor adherence or to identify potential areas that can assist families with better adherence to asthma medications in order to improve asthma outcomes. We investigated the association between asthma routines, family asthma management knowledge and skills, and caregiver depressive symptoms with daily controller medication adherence among Head Start preschool children in Baltimore City.
Methods
Our study included 256 low-income urban preschool children who were prescribed a daily controller medication. Asthma routinization (by the Asthma Routines Questionnaire), family asthma management [by the Family Asthma Management System Scale (FAMSS)], and caregiver depressive symptoms (by the Center for Epidemiological Studies – Depression) were assessed at baseline. The medication possession ratio (MPR) to measure adherence to daily controller medications was calculated at baseline and 12 months from pharmacy fill records. Multiple regression models evaluated the relationship between asthma routinization, the FAMSS, the CES-D, and MPR.
Results
Results indicated that only 7% of families had an MPR above 80% at baseline, and 24% of caregivers had clinically significant depressive symptoms. Higher asthma medication routines were associated with higher MPR at baseline (b = 0.05, p = 0.03). Higher family asthma management was associated with higher MPR at both baseline (b = 0.04, p < 0.01) and 12 months (b = 0.05, p < 0.01).
Discussion
Our findings highlight the importance of family asthma management and maintaining medication routines over time to improve asthma controller medication adherence.
... Previous research indicated that behavior can be modified, and the process of automation might require a minimum of 66 days. 56 Considering the inclusion of physical and cognitive variables, as well as the incorporation of complete semester timeframe (included pre-test, post-test and intervention phases), this study implemented a ten-week intervention duration. ...
Background/Objective
The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children.
Methods
A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention.
Results
Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = −3.89, 95% CI [-5.08; −2.71], p < 0.001) and handgrip (β = −0.70, 95% CI [-1.20; −0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = −1.21, 95% CI [-1.91; −0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012).
Conclusion
The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.
... It has been found that the creation of routines varies but requires at least 18 days. 32 This being because food-related routines are much in uenced by the skills and con dence that consumers have in their abilities to perform activities that help with food waste. 33 Thus, using the chart helps to acquire simple strategies that gives an easy oversight of food use and skills to deal with it. ...
A real-world study was conducted with the aim to reduce people’s fresh fruit and vegetables waste within their homes. For six weeks participants measured their fresh produce waste. Half the participants were impelled to complete food waste logs whilst the other half was a control group. This was followed by a six-month monitoring period to establish if changes would last. Fresh produce waste decreased with over a quarter of what the participants had wasted at the beginning of the six weeks, for all groups. Additionally, an attitude questionnaire distributed at the onset and at the end of the study showed a shift in pro-reduction of food waste. As this indicated that thinking about food waste prompts engagement, we tested this idea using a different sample group. A questionnaire measuring attitudes and cognition confirmed the importance of thinking and provided further insight into the findings from the first study.
... The habitual sequence of actions, whether observed behaviorally or represented mentally, is activated by the corresponding cue or environment, causing the initially goal-directed behavior to be governed by the stimulusresponse association, thereby making the behavior less responsive to changes in outcome value (Wood et al., 2022;Wood & Runger, 2016). Research suggest that it takes about 66 days (median) to learn a new habit (Lally et al., 2010). ...
... Repetitions strengthen the cue-target association, so that conscious remembering, planning and enactment become increasingly unnecessary. These key characteristics motivate Gardner's "habitformation model" (Gardner et al., 2014), which emphasizes repetition in stabilizing habits in behavioral change interventions (Danner et al., 2008;Hagger, 2019;Lally et al., The Quantitative Methods for Psychology 265 2 ¦ Vol. ...
... The Self-Report Habit Index (SRHI) 15 is a 12-item scale assessing three proposed characteristics of habit; (1) automaticity (eg, "I do X without thinking"), (2) frequency (eg, "I do X frequently"), and (3) relevance to self-identity (eg, "X is a behavior that's typically 'me'"). 16,17 The scale was used for three behaviors: taking medication, using a calendar or schedule, and brushing teeth. A total SRHI score was calculated based on all items, with lower scores signifying greater habit strength. ...
Cognitive Adaptation Training (CAT) is an evidence-based treatment that uses environmental supports including signs, text messages, checklists, smart pill containers and the organization of belongings to bypass cognitive and motivational impairments and to cue adaptive behavior in the home or work environment. We developed and tested a remote version of CAT to make the treatment available more broadly. Because CAT is focused on working with the individual in their home environment to establish supports, CAT may not be as easy to translate into an effective virtual treatment as talk-therapies. Fifty-six members of managed care were assigned to or given their treatment preference for CAT or Remote CAT (R-CAT) for six months. In person or virtual pill counts were conducted monthly and assessments of habit formation, symptoms, functioning and satisfaction were administered every two months by independent raters. Analyses using mixed models with repeated measures focused on pre-planned evaluations of within-group change. Adherence improved significantly in R-CAT, functioning improved significantly in CAT and both groups improved significantly on measures of habit formation and symptoms across the six months. Higher functioning individuals appeared to choose R-CAT. Satisfaction with treatment was very high in both groups. R-CAT appears to be a potentially effective treatment, particularly for medication follow-though. However, in contrast to decades of previous research, fewer than 20% of eligible Medicaid recipients agreed to participate in the study. This may have been due to recruitment during and immediately post-pandemic.
... For example, the app guided the user to outline a habit to practice daily and there were also weekly online education sessions about iteration conducted by a registered dietician/ health coach. At follow-ups, in addition to assessing the iterative approach, we also administered the Self-Report Habit Index Scale (SRHI), including an Automaticity subscale 26 . We also assessed weight at pre-test and 60-day follow-up to investigate weight loss. ...
With the growing prevalence of chronic conditions driving 85% of all healthcare costs, digital health offers a promising opportunity to reverse disease and improve health at-scale. The healthcare industry’s predominant approach to behavior change is performance-based with a focus on goals and tracking. This has not reversed the epidemic of chronic diseases and also can harm chronically ill and vulnerable patients via perceived failure-induced loss of motivation. Still nascent, the digital health industry is uniquely positioned to adopt and scale new and better behavior change approaches. In this paper, we present the theoretical foundation and initial findings of a neuroscience-based behavior change approach—what we call the Iterative Mindset Method TM . We discuss its promise, as a potentially more effective, neuroscience-based approach to changing health behaviors long-term, particularly in vulnerable populations. We conclude with avenues for future research.
... Patients perceived the program to be demanding (e.g., 70 min of activities daily) yet they still supported the idea of extending the duration of the program to 3 or 6 months, to maintain newly formed healthy habits. Indeed, one highly cited study on the duration needed for new healthy habit formation shows that it takes between 18 to 254 days (median 66 days) to form and maintain new healthy habits long-term and ongoing engagement to help facilitate subsequent automatic adherence is necessary [59]. Habit formation is a complex phenomenon that depends on the type of behavior intended to change, as well as individual and context-related factors [60]. ...
A 28-day Prostate Cancer-Patient Empowerment Program (PC-PEP) developed through patient engagement was successful at promoting mental and physical health. Thirty prostate cancer patients from Halifax, Canada participated in the 28-day PC-PEP intervention in early 2019. PC-PEP encompassed daily patient education and empowerment videos, prescribed physical activities (including pelvic floor exercises), a mostly plant-based diet, stress reduction techniques, intimacy education, social connection, and support. Quantitative exit surveys and semi-structured interviews (conducted in focus groups of ten) were used to assess perceived factors that facilitated or impeded adherence to the program. The program received high praise from the patients and was deemed extremely useful by the participating men, who rated it 9 out of 10. Patients expressed that the multifaceted, online, home-based nature of the program helped them adhere to it better than they would have had to a single or less comprehensive intervention. Feedback from the participants indicated that the program, when viewed as a whole, was perceived as greater than the sum of its individual parts. Furthermore, the program addressed various issues, including emotional vulnerability and distress, physical fitness, urinary incontinence, challenges in expressing emotions, perceived lack of control over healthcare decisions, emotional fragility, and hesitancy to discuss prostate cancer-related matters in social settings. Patients highly (9.6/10) endorsed integrating the program into the standard care regimen from the very beginning of diagnosis. However, challenges such as work commitments were noted. Patients’ high endorsement of PC-PEP suggests that its implementation into the standard of care from day one of diagnosis may be warranted.
... However, it is possible that the duration of the follow-up period may not have been long enough to allow for PFC behaviour to become automatic, due to the complex self-regulatory processes involved in PFC and possible interference with pre-established habits of procrastination. Research indicates that habit formation can take from 18 to 254 days to reach peak automaticity (Lally et al., 2010). ...
University students consistently report high levels of stress, which has been associated with a range of adverse outcomes. Promoting adaptive coping behaviours, such as problem‐focused coping for managing university stress, is therefore a timely area of investigation. Current coping intervention approaches target reasoned cognitive processes; however, recent research has suggested that automatic processes are more strongly associated with problem‐focused coping behaviour. The current study examined the effect of an implementation intentions intervention, a technique that can support behaviour to be performed automatically by facilitating continued repetition of a plan, on problem‐focused coping behaviour under stress and stress‐related outcomes. Following a pilot study ( N = 21), a preregistered randomized controlled trial was conducted with university students ( N = 154) using an online survey. Participants completed baseline measures of problem‐focused coping behaviour, behavioural automaticity, behavioural intentions, action planning, perceived stress, procrastination, and psychological wellbeing; before receiving the intervention or control condition stimuli, and then at a 2‐week follow‐up. Behavioural intention and action planning were also measured immediately post‐intervention. The intervention had a significant medium‐sized effect on action planning for problem‐focused coping, but no other significant effects were detected. Exploratory assessment of plan quality revealed medium‐sized correlations between plan quality and changes in problem‐focused coping behaviour. Findings indicate that implementation intentions may be a promising approach for increasing planning for the use of problem‐focused coping. Indicators of plan quality found to be associated with changes in problem‐focused coping provide valuable avenues for intervention optimisation in future research.
... With short-term and interval use of DSCTs, there is less chance of achieving lasting behaviour change. Shorter time frames are usually insufficient to break undesired habits or build beneficial ones, as habit formation typically requires several weeks of context dependent cue-response repetitions (Lally et al., 2010;Stojanovic et al., 2020;Wood & Rünger, 2016). Therefore, users should not expect longer lasting behaviour change from this type of usage pattern. ...
Distractions are ubiquitous in today’s technology-saturated environments, an issue that significantly impacts learning contexts employing digital technologies and yields detrimental effects on learning. Digital self-control tools, which aim to assist users in their efforts to reduce digital distractions, are numerous and readily available. Despite several dedicated empirical studies focusing on specific tools, there remains a notable lack of information regarding their daily use and helpfulness. Furthermore, the sheer variety of these tools prompts questions about their universal helpfulness and the potential influence of individual differences.
To address these issues, we surveyed a sample of higher-education students, totaling 273 individuals. These students reported on their media use, satisfaction with learning, and experiences with features of digital self-control tools. Our study’s findings indicate a discrepancy in the perception and awareness of these features; those deemed most helpful are among the least known, and conversely, common features are often perceived as unhelpful.
Our research also uncovered a negative correlation between habitual media use and the use of less restrictive features. Another identified issue was constraints on the use of these tools for learning, as platforms often serve dual purposes for both education and entertainment. We delve into these practical problems and propose future research directions to further advance the understanding of digital self-control tools.
... Although many of the calls for profound modifications in attitudes and behaviours might seem exaggerated (Warwick, 2021), one area was deeply affected, that of online shopping (Kim, 2020). The relatively long duration of forced digital adaptation definitely and permanently formed or reinforced a familiarity with online shopping and changed attitudes and intentions (Lally, et al., 2010). The view of society as a combination of complex, dynamic and networked systems is not new (Craven and Wellman, 1973;Luhmann, 1982), and evolved alongside advancements in ICTs (Martin, 1978;Castells, 1996;Sheller and Urry, 2006). ...
The growing attention to digital sustainability can arguably be linked to climate change and digital transformations as major megatrends rapidly altering our collective present and future. The current Russian-Ukrainian war and the recent pandemic, however, have both raised uncertainty over the 2030 Sustainable Development Goals (SDGs) achievement and the role of technology and innovation for sustainability. Without ignoring the dramatic consequences for people, the Ukrainian war can be deemed as a significant shift in geopolitics and global energy policies, with a short-term return to fossil fuel and commitments to renewable and clean energy transitions. At the same time, the COVID-19 pandemic acted as a catalyst for a more pervasive diffusion and adoption of information and communication technologies (ICTs) transforming our lives and notions of sustainability. By considering the disruptive impact triggered by the pandemic, this paper aims at advancing awareness and knowledge of digital sustainability and at drawing a coherent framework of arguments including ethical and epistemological issues, taking into account the approach of complexity science. This will be essentially carried out by considering digital sustainability as “the convergence of digital and sustainability imperatives that involves a trans-disciplinary approach of deploying digital technologies in tackling sustainability issues” (Pan and Zhang, 2020). Across different interpretations reflected within business and management debates (Sharma, et al., 2021), this definition gives meaning to the concept or construct by specifying operations that must be performed in order to measure or manipulate the concept (Berrío-Zapata, et al., 2021). This paper will focus on the profound transformations of our view of reality by ICTs acting as instrumentarian technologies, and the need to avoid determinism, rethink science-technology relations, and consider the distributed morality of multi-agent ecosystems as significant aspects to further a debate on the trans-disciplinary nature of digital sustainability, including the potential negative impacts of digital technologies on society, economy and environment.
... It was found that the effect size is smaller for interventions with a follow-up period of greater than 12 weeks compared to those with a follow-up period of 12 weeks or less. This consistent with the previous research on the law of automaticity change in newly formed habits, as habit strength reaches a plateau of automaticity after approximately 12 weeks and subsequently begins to gradually decline, ultimately stabilizing [40,41]. Future research should consider this phenomenon when designing the follow-up duration. ...
Background
Interventions aimed at promoting physical activity (PA) behavior through habit formation pathways are gaining popularity, as they differ from conventional interventions that rely on intention pathways. Past research has established a positive correlation between PA habits and behavior. However, the efficacy of current interventions designed to form PA habits and improve PA automaticity is not yet fully ascertained. Additionally, the intervention components that significantly impact the effectiveness of these interventions are yet to be determined.
Methods
This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. We conducted a search of three databases (PubMed, Embase, and Cochrane Library) from January 2000 to December 2022, with a focus on interventions for developing PA habits. Two independent authors conducted paper selection, quality assessment, data extraction, and coding of behavior change techniques (BCTs). The effect size of interventions was calculated using standardized mean difference. Subgroup analyses were carried out based on follow-up duration, delivery method, sample characteristics, and theory. Furthermore, we employed meta-regression to investigate the association between BCTs and PA habits.
Results
Ten eligible studies with relatively high quality were included in the final data set. Characteristics of studies varied in intervention sample and delivery way. The habit formation interventions significantly increased PA habit (SMD = 0.31, 95% CI 0.14—0.48, P < .001) compared to the control groups. Subgroup analysis demonstrated that the duration of follow-up ≤ 12 weeks have a higher effect size on PA habit than the duration > 12 weeks. Meta-regression revealed that problem solving has a significant positive association with effectiveness improvement (β = 0.36, 95% CI 0.17–0.55), while social reward is linked with a reduction in effectiveness (β = -0.40, 95% CI -0.74–0.06).
Conclusions
Our findings reveal that habit formation interventions are effective in fostering PA habit. Future studies could leverage the insights form this study to optimize the intervention design and achieve better effectiveness.
... Snacktivity™ is based on the principles of the habit formation model and the notion that over time people develop the habit of completing activity snacks each day, which become established within their daily routines [15,33]. Small and simple actions may have the potential to become embedded within usual daily routines more quickly than longer or more complex ones. ...
Background:
Public health guidance acknowledges the benefits of physical activity of any duration. We have proposed a whole-day approach to promoting physical activity called Snacktivity™, which encourages frequent 2-5 minute 'activity snacks' of moderate-to-vigorous intensity.
Methods:
Using repeated semi-structured interviews and a think aloud protocol, this study aimed to understand participants' experiences of integrating Snacktivity™ into daily life, to provide insights to refine the delivery of Snacktivity™ interventions. Physically inactive adults recruited via primary care and a community health service engaged with an intervention to encourage Snacktivity™ over three weeks, which included using a Fitbit and linked mobile phone app (SnackApp). Participants took part in semi-structured interviews on two occasions during the intervention, with a sub-group participating in a think aloud study. Three study data sets were generated and independently explored using inductive thematic analysis, with findings combined into a single set of themes.
Results:
Eleven adults participated in the interview study who were interviewed twice (total interviews completed n = 21, 1 participant declined the second interview), of whom six completed the think aloud study (total voice recordings n = 103). Three main themes emerged from the combined data; lived experience of participating in Snacktivity™, motivation for Snacktivity™ and experiences with the Snacktivity™ technology. Participants undertook a variety of activity snacks, utilising their environment, which they believed improved their psychological wellbeing. Participants were enthusiastic about Snacktivity™, with some stating that activity snacks were more accessible than traditional exercise, but perceived they were often prevented from doing so in the presence of others. Participants were mostly enthusiastic about using the Snacktivity™ technology.
Conclusion:
Participants were able to incorporate Snacktivity™ into their lives, particularly at home, and found this approach acceptable. Participants felt they experienced health benefits from Snacktivity™ although barriers to participation were reported. This study offers insights for translating guidance into practice and supporting people to become more physically active.
Importance: Self-management of lifestyle behaviors is the recommended focus for interventions to address Type 2 diabetes. Habit formation is an effective approach to changing personal behaviors, but evidence of success for Type 2 diabetes is limited.
Objective: To examine the feasibility and preliminary effectiveness of occupation-based habit formation interventions for improving diabetes self-management behaviors.
Design: Single-subject design with multiple participants providing 4 wk of baseline data followed by 10 wk of intervention data.
Setting: Individual telehealth sessions.
Participants: Eight adults (ages 29–75 yr) with Type 2 diabetes, who had access to a telephone and who were not involved in other diabetes-related education or interventions voluntarily, enrolled into the study.
Intervention: Participants engaged in 10 wk of habit formation intervention focused on four diabetes self-management domains: nutrition, blood glucose monitoring, medication management, and physical activity.
Outcomes and Measures: Data gathered included findings on measures of diabetes self-care behaviors and habit formation.
Results: There was a significant change in self-care behaviors for 6 of the 8 participants (p < .05 for 1 participant, and p < .01 for 5 participants). Group changes were statistically significant (p < .001). Habit strength significantly improved for all areas of diabetes self-management (p < .001 for nutrition, blood glucose monitoring, and medication management and p = .001 for physical activity).
Conclusions and Relevance: Findings suggest that the occupation-based intervention was feasible and showed promise for developing self-management behaviors.
What This Article Adds: Habits are considered foundational to occupations, yet application of the science of habit formation is often not well understood by occupational therapists. This study considered the theoretical components of habit formation that have been neglected by prior studies and demonstrates the feasibility and preliminary effect estimates of a habit formation intervention when used with people with Type 2 diabetes.
Growth in skill and confidence as an author requires writers to work at the edge of their competence. International doctoral students studying at institutions where English is the language of instruction (but not their native language) may encounter additional writing challenges. English often is regarded as “the language of science” and some university faculty members worldwide are pressured by their institutions to publish in Anglophone outlets. The main arguments in favor of this practice are that it increases visibility of research and elevates the institution’s international reputation. Doctoral students and early career faculty whose first language is English can encounter writing difficulties when they are confronted by the task of writing for new discourse communities consisting of scholars and researchers. Even well-established, prolific authors need to make an additional effort in expanding their writing skills when they pursue new writing projects. Across the spectrum of facility with academic writing, particular situations can cause self-doubt, demand the development of new skills, and increase the probability of failure. Why do some authors avoid writing, others stay in their comfort zones, and still others become increasingly versatile and accomplished? The field of positive psychology provides some clues. Studies of fluency, optimal experiences, and identity-based motivation help to explain the growth of competence as academic authors. Successful scholar/authors accept that learning to write well is a lifelong ambition that is a perpetual work in progress.
This article examines individuals’ cognitive, emotional, and behavioral responses to the destabilization of their occupations, how their responses differ, and why. We focus on the context of journalism, an occupation undergoing severe destabilization in the U.S. and seen as deeply meaningful by many of its incumbents. Drawing on two waves of interviews with 72 unemployed or former newspaper journalists, conducted over five months, and additional interviews with 22 others, we identified two sets of responses, each characterized by distinctive cognitive, emotional, and behavioral patterns. Building on these findings, we developed the construct of “meaning fixedness” to capture the extent to which individuals view the meaning of the different components of their work to be fixed within one occupational context or flexible across different occupations. We found that participants held different interpretations of journalism’s destabilization and assessments of how portable their work components were to other occupational contexts: flexible-meaning perceivers generally engaged in actions to reinvent their career, while fixed-meaning perceivers engaged in actions to persist in journalism with the hope that their occupation could be restored. Our findings culminate in a model of meaning fixedness and how it shapes individuals’ navigation of occupational destabilization. This research uncovers an individual-level perception that has the potential to shape the varied responses to occupational changes observed in prior research, contributing to the literatures on occupations, the meaning of work, and role transitions.
Purpose
This paper aims to provide a better understanding of the prolonged consumption journey and how they are sustained by service providers’ use of habit-boosting strategies. Existing research is critically evaluated, and a research agenda is provided to inspire and guide future research.
Design/methodology/approach
This paper develops a conceptual framework that integrates habit and transformative consumer intervention theories with customer journey literature to explain the role of habit in sustaining prolonged consumption journeys. Habit-boosting strategies are introduced as mechanisms for service providers to facilitate their customers’ prolonged consumption journeys.
Findings
This paper argues that habit strength is a limited operant resource that often lacks resource integration efficiency and hinders customers’ abilities to sustain prolonged consumption journeys. Four distinct habit-boosting strategies are identified that provide the potential for service providers to facilitate their customers’ prolonged consumption journeys.
Originality/value
This study presents a typology of habit-boosting strategies and a research agenda that discusses a range of practically relevant and theoretically insightful contributions.
Background
There is little research exploring harm reduction interventions for men who have sex with men (MSM) who engage in chemsex. Beyond-66 is a novel, 132-day, peer-led intervention programme for MSM who are chemsex dependent in Kuala Lumpur, Malaysia. We aimed to evaluate the feasibility, retention and effect of Beyond-66 on: abstinence from chemsex, motivation for abstinence, and mental wellbeing.
Method
We collected data on demographics, retention and completion and abstinence between January 2021-August 2023 in MSM using Beyond-66. Using 10-point Likert scales, we compared motivation to remain abstinent and mental wellbeing at the beginning and end of Beyond-66.
Results
25 MSM have either completed or dropped out/referred out of Beyond-66, 12/25(48%) were living with HIV and the median duration of chemsex use was 5 years (IQR = 4–6). 19 (76%) completed programme; 3 were referred out for a psychiatry assessment and 3 dropped out of the programme. 14 (74%) remain abstinent and 5 relapsed. The median motivation for abstinence scores for the 19 completers increased significantly between the pre-programme and post-programme period (7/10 (IQR = 4–8) to 9/10 (IQR = 5–10), p = .04) and the median mental health score (Likert score out of 10 where 10 is poor mental health) reduced significantly (5/10 (IQR = 4–7) to 2/10 (IQR 1–6), p = .008).
Conclusion
This pilot evaluation suggests that MSM using Beyond-66 experience high completion (76%) and abstinence (74%) rates and increased motivation for abstinence and mental wellbeing scores. Further research is needed to design, develop, and deliver peer led interventions for MSM who are chemsex dependant.
In Australia, checking in while entering venues was a legal requirement during the COVID-19 pandemic to track potential infection sites. This two-wave correlational study used an integrated theory of planned behavior model including moral norms, anticipated regret, and habit to predict check-in compliance in a sample of 181 Victorians (Mean Age = 41.88, 56.4% female) and 162 Queenslanders (Mean Age = 43.26, 47.5% female). Habit and intention predicted behavior, while perceived behavioral control did not. Intention was predicted by baseline habit, attitude, subjective norm, and moral norm in the Victorian sample, while only baseline habit and moral norm predicted intention in the Queensland sample. This study has potential implications for reviewing previous strategies and for future pandemic preparedness, both by identifying the drivers of infection control compliance, and through the discussion of how differences in effects between states may be linked to each state’s experience of the pandemic (e.g. infection rates, lockdown length).
Background and Purpose: 2030 Sustainable Development Goals, an in-depth understanding of undergraduate nursing students, and experiences are needed. This study aims to explore and describe the experiences and challenges faced by undergraduate nursing students concerning sustainable production and consumption based on the theory of planned behavior. Methods: An inductive design was used for this qualitative study, which included open-ended, and in-depth interviews with 24 undergraduate nursing students. Throughout the study, the authors followed the COREQ checklist. Results: The audio was recorded and lasted 24–48 minutes (x̄ = 30.8 minutes). The audio recordings were subjected to repeated listening, followed by the creation of observation notes for each interview and transcription of all the interviews. It was determined that data saturation had been achieved after the final interview. The participants confirmed the findings by reviewing daily summaries at the conclusion of the interview data. To analyze the data, the thick description method was employed. The coded similarity rate of the data set was calculated. The similarity rate in this study was 91.0%. Five themes were identified: (a) “behavioral beliefs,” (b) “normative persons, organizations, and institutions,” (c) “motive,” (d) “facilitative,” and (e) “challenges.” Conclusions/Implications for Practice: The climate crises experienced during the formative years of undergraduate nursing students belonging to Generation Z, as well as the impact of pandemic diseases, have significantly influenced their views on sustainable production and consumption. In order to meet the needs of the socially conscious Generation Z, modern nursing education must incorporate advanced practices that reflect their values.
Feedback is one of the most effective behavioral interventions. However, four issues, namely, the complex feedback strategies, the cost inefficiency, the onefold feedback information, and the unclear behavioral change mechanism, impeded the application of feedbacks for energy conservation in residential buildings. This study looked into the counterpart of existing feedback systems, i.e., simple in-home indoor environment quality (IEQ) displays with environment sensors, for a careful introspection on feedback principles. Field tests was carried out with eleven participants in university dorms from June to October, 2021 in Hong Kong. In-situ monitoring, interviews and questionnaires were applied to track participants’ energy-saving beliefs, cooling-related behaviors and energy uses over the period. Results showed that simple IEQs display could induce comparable energy savings as sophisticated feedbacks by providing straightforward numerical environment data in a voluntary and user-friendly manner. Also, changes of human beliefs and perceived comfort motivated by IEQs display would help to form a less energy-dependent behavior mode and reduce energy uses in the built environment. The findings enable a better understanding of feedbacks from a methodological perspective and inspire design of behavioral intervention strategies.
To illustrate the differing thoughts and emotion's involved in guiding habitual and nonhabitual behavior, 2,. diary studies were conducted in which participants provided hourly reports of their ongoing experiences. When participants were engaged in habitual behavior, defined as behavior that had been performed almost daily in stable contexts, they were likely to think about issues unrelated to their behavior, presumably because they did not have to consciously guide their actions. When engaged in nonhabitual behavior,or actions performed less often or :in shifting contexts; participants' thoughts tended to correspond to their behavior, suggesting that thought was necessary to guide action. Furthermore, the self-regulatory, benefits of habits were apparent in the lesser feelings of stress associated with habitual,. than nonhabitual behavior.
This chapter addresses two questions; how big is the "gap" between intentions and behavior, and what psychological variables might be able to "bridge" the intention-behavior gap? A meta-analysis of meta-analyses is used to quantify the gap and a conceptual analysis of intention-behavior discrepancies is presented. Research is described on the extent to which four groups of variables-behavior type, intention type, properties of intention, and cognitive and personality variables-moderate intention-behavior relations. Finally, the scope of the intention construct is discussed in the light of recent evidence concerning the role of habits and automaticity in human behavior.
The frequency with which a behavior has been performed in the past is found to account
for variance in later behavior independent of intentions. This is often taken
as evidence for habituation of behavior and as complementing the reasoned mode
of operation assumed by such models as the theory of planned behavior. In this article,
I question the idea that the residual effect of past on later behavior can be attributed
to habituation. The habituation perspective cannot account for residual effects
in the prediction of low-opportunity behaviors performed in unstable contexts,
no accepted independent measure of habit is available, and empirical tests of the
habituation hypothesis have so far met with little success. A review of existing evidence
suggests that the residual impact of past behavior is attenuated when measures
of intention and behavior are compatible and vanishes when intentions are
strong and well formed, expectations are realistic, and specific plans for intention
implementation have been developed.
We argue that habit is a psychological construct, rather than simply past behavioral frequency. In 4 studies, a 12-item index of habit strength (the Self-Report Habit Index, SRHI) was developed on the basis of features of habit; that is, a history of repetition, automaticity (lack of control and awareness, efficiency), and expressing identity. High internal and test-retest reliabilities were found. The SRHI correlated strongly with past behavioral frequency and the response frequency measure of habit (Verplanken, Aarts, van Knippenberg, & van Knippenberg, 1994). The index discriminated between behaviors varying in frequency, and also between daily vs. weekly habits. The SRHI may be useful as a dependent variable, or to determine or monitor habit strength without measuring behavioral frequency.
To illustrate the differing thoughts and emotions involved in guiding habitual and nonhabitual behavior, 2 diary studies were conducted in which participants provided hourly reports of their ongoing experiences. When participants were engaged in habitual behavior, defined as behavior that had been performed almost daily in stable contexts, they were likely to think about issues unrelated to their behavior, presumably because they did not have to consciously guide their actions. When engaged in nonhabitual behavior, or actions performed less often or in shifting contexts, participants' thoughts tended to correspond to their behavior, suggesting that thought was necessary to guide action. Furthermore, the self-regulatory benefits of habits were apparent in the lesser feelings of stress associated with habitual than nonhabitual behavior.
This study tested the ability of the theory of planned behavior to predict actual participation in physical activity and explored the development of activity habits in a 12-week longitudinal study. People enrolling in a gymnasium (N = 94) completed standard theory of planned behavior measures at baseline and follow-up; behavior was monitored objectively in the intervening period. The data were analyzed by using both standard and repeatable events survival analysis. Results showed that (a) perceived behavioral control was significantly predictive of intentions and actual behavior, (b) stable exercise habits developed in the first 5 weeks of the study, and (c) successful prior performance enhanced perceptions of behavioral control. The implications for developing theory-based interventions that promote the maintenance of health behavior are discussed.
The present research investigated the mechanisms guiding habitual behavior, specifically, the stimulus cues that trigger habit performance. When usual contexts for performance change, habits cannot be cued by recurring stimuli, and performance should be disrupted. Thus, the exercising, newspaper reading, and TV watching habits of students transferring to a new university were found to survive the transfer only when aspects of the performance context did not change (e.g., participants continued to read the paper with others). In some cases, the disruption in habits also placed behavior under intentional control so that participants acted on their current intentions. Changes in circumstances also affected the favorability of intentions, but changes in intentions alone could not explain the disruption of habits. Furthermore, regardless of whether contexts changed, nonhabitual behavior was guided by intentions.
The present study examined moderating effects of mindfulness on the intention-behavior relationship within the theory of planned behavior. Mindfulness describes a quality of consciousness characterized by heightened clarity and awareness of present experiences and functioning. Study 1 showed that mindfulness moderated the intention-behavior relationship in a leisure-time physical activity context such that intentions predicted physical activity among mindful individuals and not among less-mindful individuals. Study 2 measured counterintentional habits relating to binge-drinking and found that habitual binge-drinking obstructed the enactment of physical activity intentions among individuals acting less mindfully but not among individuals acting mindfully. Finally, Studies 1 and 2 demonstrated that the effects of mindfulness on physical activity were independent of effects observed for habit and variables contained in the theory of planned behavior. These findings suggest that mindfulness is a useful construct that helps understand the intention-behavior relationship within the theory of planned behavior.
The present model outlines the mechanisms underlying habitual control of responding and the ways in which habits interface with goals. Habits emerge from the gradual learning of associations between responses and the features of performance contexts that have historically covaried with them (e.g., physical settings, preceding actions). Once a habit is formed, perception of contexts triggers the associated response without a mediating goal. Nonetheless, habits interface with goals. Constraining this interface, habit associations accrue slowly and do not shift appreciably with current goal states or infrequent counterhabitual responses. Given these constraints, goals can (a) direct habits by motivating repetition that leads to habit formation and by promoting exposure to cues that trigger habits, (b) be inferred from habits, and (c) interact with habits in ways that preserve the learned habit associations. Finally, the authors outline the implications of the model for habit change, especially for the self-regulation of habit cuing.
A model of travel mode choice is tested by means of a survey among 199 inhabitants of a village. Car choice behavior for a particular journey is predicted from the attitude toward choosing the car and the attitude toward choosing an alternative mode (i.e., train), on the one hand, and from general car habit, on the other hand. Unlike traditional measures of habit, a script-based measure was used. General habit was measured by travel mode choices in response to very global descriptions of imaginary journeys. In the model, habit is predicted from the degree of involvement with the decision-making about travel mode choice for the particular journey (decisional involvement) and from the degree of competition in a household with respect to car use. The model proves satisfactory. Moreover, as suggested by Triandis (1977), there is a tradeoff between attitude and habit in the prediction of behavior: When habit is strong the attitude-behavior relation is weak, whereas when habit is weak, the attitude-behavior link is strong.
The frequency with which a behavior has been performed in the past is found to account for variance in later behavior independent of intentions. This often taken as evidence for habituation of behavior and as complementing the reasoned mode of operation assumed by such models as the theory of planned behavior. In this article, I question the idea that the residual effect of past on later behavior can be attributed to habituation. The habituation perspective cannot account for residual effects in the prediction of low-opportunity behaviors performed in unstable contexts, no accepted independent measure of habit is available, and empirical tests of them habituation hypothesis have so far met with little success. A review of existing evidence suggests that the residual impact of past behavior is attenuated when measures of intention and behavior are compatible and vanishes when intentions are strong and well formed, expectations are implementation have been developed.
This book provides a foundation to the principles of psychology. It draws upon the natural sciences, avoiding metaphysics, for the basis of its information. According to James, this book, assuming that thoughts and feelings exist and are vehicles of knowledge, thereupon contends that psychology, when it has ascertained the empirical correlation of the various sorts of thought or feeling with definite conditions of the brain, can go no farther as a natural science. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter addresses two questions; how big is the “gap” between intentions and behavior, and what psychological variables might be able to “bridge” the intention–behavior gap? A meta-analysis of meta-analyses is used to quantify the gap and a conceptual analysis of intention–behavior discrepancies is presented. Research is described on the extent to which four groups of variables—behavior type, intention type, properties of intention, and cognitive and personality variables—moderate intention–behavior relations. Finally, the scope of the intention construct is discussed in the light of recent evidence concerning the role of habits and automaticity in human behavior.
Prospective memory situations involve forming intentions and then realizing those intentions at some appropriate time in the future. An interesting feature of most prospective remembering is that recollection of the intended action occurs without an explicit request to attempt retrieval, and we present two views on how this type of remembering can be accomplished. One could strategically monitor the environment for the presence of the target event, or one could rely on anticipated environmental conditions more or less automatically reinstating the intended action. We present data supporting both views and argue that people use multiple approaches for solving the problem of retrieving an intention (prospective memory) after a delay. Moreover, we suggest that the extent to which prospective remembering is supported by relatively automatic processes (versus strategic resource-demanding monitoring) and the probability with which prospective memory is likely to be successful when relying on automatic processes varies as a function of the characteristics of the prospective memory task, target cue, ongoing task, and individual. We argue that the complexity of the empirical findings can best be understood by appealing to this multiprocess view of prospective memory. Copyright © 2000 John Wiley & Sons, Ltd.
ObjectivesHabit has been an undervalued concept in the behavioral sciences during the past few decades. One reason may be that habit has been equated with behavioral frequency. This leaves out an important characteristic of habits, i.e., the fact that repeated behavior may acquire a degree of automaticity. The present study aimed to demonstrate that exercising habit can be reliably measured, can empirically be distinguished from past frequency of exercising, and can thus be adopted as a meaningful criterion.Design and methodsA longitudinal study was conducted with two measurements one month apart among 111 students. Intentions to exercise, perceived behavioral control of exercising, past exercising frequency, and exercising habit were assessed at both measurements through an internet-based questionnaire. Exercising habit was assessed by the Self-Report Habit Index [Verplanken & Orbell (2003). Reflections on past behaviour: A self-report index of habit strength. Journal of Applied Social Psychology, 33, 1313–1330]), which breaks down the habit concept in the subjective experience of repetition and automaticity.ResultsThe results showed that exercising habit can be reliably measured, is stable over time, and can be distinguished from mere exercising frequency.ConclusionsIn addition to frequency of behavior, measuring habit provides information about the way behavior is executed. An important element of exercising behavior is the decision to go exercise. It is argued that the habit concept is therefore particularly relevant for the initiation of and adherence to exercising. Implications of distinguishing behavioral frequency and habit for interventions are discussed.
The present study examined if habit strength moderated the influence of intention on fruit consumption in a Dutch adult sample (N = 521, 46.3% males, mean age = 34.50, SD = 10.87), using the theoretical relations of the Theory of Planned Behaviour (TPB). TPB variables and habit strength were assessed at baseline. Fruit consumption was assessed with a validated questionnaire five weeks later. Three groups were created: low habit strength (n = 180), medium habit strength (n = 185) and high habit strength (n = 156). Confirmatory factor analyses and multi-group path analyses were performed using AMOS 4.0. A good fit was obtained for the overall measurement model and the structural models. Multi-group path analyses showed that intention was a significant predictor of fruit consumption in the low habit (β = 0.36, p
To study predictors of fruit intake in a sample of 627 adults.
Potential predictors of fruit intake were assessed at baseline, and fruit intake was assessed at two-week follow-up with self-administered questionnaires distributed by e-mail.
The study was conducted among Dutch adult members of an Internet research panel.
A random sample of 627 adults aged 18-78.
Attitudes, subjective norms, self-efficacy, expected pros and cons, habit strength, intention, and fruit intake. Fruit intake was assessed with a validated food-frequency questionnaire.
Hierarchical linear and logistic regression analyses. Alpha < .05 was considered statistically significant.
Sex, attitudes, subjective norms, perceived pros, different self-efficacy expectations, and habit strength were significantly associated with the intention to eat two or more servings of fruit per day. Age, intentions, and habit strength were significant predictors of consumption of two or more servings of fruit per day.
The results confirm that Theory of Planned Behavior constructs predict fruit intake, and that habit strength and different self-efficacy expectations may be additional determinants relevant to fruit intake. Because habitual behavior is considered to be triggered by environmental cues, fruit promotion interventions should further explore environmental change strategies.
Progress in habit theory can be made by distinguishing habit from frequency of occurrence, and using independent measures for these constructs. This proposition was investigated in three studies using a longitudinal, cross-sectional and experimental design on eating, mental habits and word processing, respectively. In Study 1, snacking habit and past snacking frequency independently predicted later snacking behaviour, while controlling for the theory of planned behaviour variables. Habit fully mediated the effect of past on later behaviour. In Study 2, habitual negative self-thinking and past frequency of negative self-thoughts independently predicted self-esteem and the presence of depressive and anxiety symptoms. In Study 3, habit varied as a function of experimentally manipulated task complexity, while behavioural frequency was held constant. Taken together, while repetition is necessary for habits to develop, these studies demonstrate that habit should not be equated with frequency of occurrence, but rather should be considered as a mental construct involving features of automaticity, such as lack of awareness, difficulty to control and mental efficiency.
We studied the contributions of parental fruit and vegetable (F&V) consumption, availability and accessibility of F&V in the home, exposure to F&V, and habit, in addition to psychosocial factors, in explaining F&V consumption in 4-12-year-old children. Furthermore, we looked for effect modification by ethnicity and gender. Children's parents (n = 1739) completed a questionnaire assessing psychosocial and additional factors regarding their children's F&V consumption. Consumption was assessed by a food-frequency questionnaire. The model explained the children's F&V consumption better when the additional factors were included (R2 = .49 and R2 = .50 for fruit consumption, and R2 = .33 and R2 = .33 for vegetable consumption). Stepwise multi-level regression analyses revealed that habit was the most influential correlate of F&V consumption. It is concluded that nutrition education interventions aimed at stimulating F&V consumption among children should take into account that the consumption of fruit and that of vegetables are clearly different behaviors, with different influencing factors for boys and girls and children of native or non-native background. Furthermore, interventions to increase F&V consumption should include strategies aimed at making these behaviors habitual.
The association between adolescent screen-viewing behaviour (i.e., television viewing and computer use) and the consumption of sugar-sweetened beverages was studied in a Dutch sample of adolescents (N=383) using self-administered questionnaires. In particular, the previously understudied role of habit and perceived parental norms in the execution of these behaviours was investigated. Results showed that screen-viewing behaviour was associated with consumption of sugar-sweetened beverages (r=.32). Habit strength of both behaviours correlated with a large effect size (r=.50). The interaction between both behaviours was underlined by the finding that consumption of sugar-sweetened beverages was explained by perceived parental norms regarding screen-viewing behaviour (beta=.12; adjusted for the behaviour and perceived parental norm regarding sugar-sweetened beverage consumption). Consequences of the identified role of habit and parental norms in the interplay between sedentary behaviour and consumption of sugar-sweetened beverages among adolescents are discussed.
Internal reliability, convergent validity, and construct validity of the Self-Report Habit Index (SRHI) were examined with respect to physical activity (Study 1) and sedentary behavior (Study 2) among children and adolescents. Internal reliabilities of the SRHI proved to be high in both studies. The SRHI correlated significantly with behavioral frequency measures, as well as with known cognitive associates of these behaviors. Moreover, theory-based moderating influences of habit on the attitude-intention and intention-behavior relationships were identified. The study provides early evidence to support the concept of habit as being important in dealing with physical activity in children.
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