Changing A Behavior Worksheet: Choose A Goal You Want To Ach ✓ Solved

Changing a Behavior Worksheet Choose a goal you want to achi

Changing a Behavior Worksheet Choose a goal you want to achieve or a behavior you want to change. For example, it could be a specific behavior, such as an eating habit, managing anger, minimizing procrastination, improving a skill, or how you discipline your children. Be specific in describing the behaviors you want to exhibit, both in the desired goal and in the steps toward that goal. Based on the information in Ch. 7 of Positive Psychology on designing personal goals and in Ch. 8 on developing self-regulation and self-control, develop a plan to change the behavior and answer the following questions.

1. What is the specific behavior you want to change? (50-100 words) 2. Why would it be a value to stop this behavior or learn a new behavior or skill? ( words) 3. What is your action plan to change your behavior? ( words) 4. How would you know if you accomplished your objectives? ( words)

Paper For Above Instructions

Introduction and chosen behavior. For this paper, I selected a common self-regulation challenge: procrastination in starting and sustaining study tasks. The specific behavior I want to change is delaying the initiation of study sessions, getting distracted during study periods, and allowing small tasks to accumulate into a backlog that jeopardizes timely completion of coursework. The behavior is characterized by frequent postponement of planned study blocks, switching between tasks without completing them, and a tendency to seek brief diversions (social media, idle browsing) when a study intention is present. The goal is to move toward consistent, on-time initiation of study sessions, sustained focus during study blocks, and steady progress toward assignment completion. This description is grounded in the guideline to be explicit about the behavior, the goal, and the steps toward change (Ch. 7–8 in Positive Psychology) (Locke & Latham, 2002; Bandura, 1991).

Why this change is valuable. Stopping or reducing procrastination has broad benefits aligned with academic success, mental well-being, and long-term habit formation. Procrastination is associated with increased stress, poorer academic performance, and lower self-regulatory efficacy. By developing reliable initiation routines and sustained study behavior, I expect improved mastery of course material, higher grades or performance on assessments, and greater daily sense of control over one’s tasks. The value stems from intrinsic motivation, perceived competence, and autonomy, all core tenets of self-determination theory and goal-setting literature (Ryan & Deci, 2000; Locke & Latham, 2002). Moreover, the ability to implement plans and adhere to them is central to self-regulation and habit formation (Bandura, 1991; Gollwitzer, 1999).

Action plan to change the behavior. The action plan incorporates evidence-based strategies from goal setting, implementation intentions, and self-regulation. First, I will articulate precise, outcome-oriented goals with concrete timelines, following the goal-setting framework (Locke & Latham, 2002). Next, I will employ implementation intentions—if-then plans—to create automatic cue–response links that facilitate task initiation (Gollwitzer, 1999). Specifically, I will prepare a daily study block schedule, with fixed start times and predetermined attention strategies to minimize distractions. I will restructure the study environment to reduce friction: a quiet workspace, essential materials ready, and devices placed out of reach during study periods (Heath & Heath, 2010). Third, I will build a routine of micro-habits: 5-minute warm-up tasks, followed by a full 50-minute study sprint, with short breaks to maintain momentum (Verplanken & Wood, 2006; Mischel, 2014). Fourth, I will track progress using a simple logging system to monitor start times, duration, and task completion, enabling feedback and adjustment (Bandura, 1991). Fifth, I will leverage social accountability by sharing weekly progress with a peer and seeking constructive feedback (Locke & Latham, 2002). Finally, I will use positive reinforcement for adherence, such as a small reward after completing a study block, to reinforce desirable behavior (Duckworth & Seligman, 2005).

Measurement of progress and how success will be determined. To know whether objectives are accomplished, I will apply SMART criteria. The specific behavior—initiating study sessions on time and maintaining focus during study blocks—will be measured by: (a) start times within 5 minutes of the scheduled block for at least 20 of 22 study days per month; (b) uninterrupted study blocks lasting at least 50 minutes with minimal off-task interruptions; (c) completion of planned study tasks for each block with a documented record; and (d) a reduction in self-reported perceived stress related to procrastination, as measured by a brief monthly survey. Additionally, I will track the lag time between intention and onset of study to assess improvement in self-regulation, following established approaches to habit formation and goal progress (Locke & Latham, 2002; Mischel, 2014). If adherence falls below 80% in a given week, I will analyze barriers, adjust implementation intentions, and reestablish cues to restore momentum (Bandura, 1991; Prochaska & DiClemente, 1983).

Integration with theory and practice. The plan aligns with goal-setting theory, which argues that specific, challenging goals paired with feedback increase performance (Locke & Latham, 2002). Implementation intentions provide a structured mechanism to bridge intention and action, significantly improving initiation and persistence (Gollwitzer, 1999). Self-regulation theory emphasizes monitoring, strategic planning, and adapting behavior to align with long-term goals (Bandura, 1991). The emphasis on self-discipline and consistent effort reflects findings that self-control predicts successful achievement across domains (Duckworth & Seligman, 2005; Baumeister & Tierney, 2011). Additionally, the self-determination perspective underlines the importance of autonomy and intrinsic motivation in sustaining behavior change (Ryan & Deci, 2000). The practical steps—time-blocking, environmental design, cueing, and social accountability—mirror real-world applications of these theories, reinforcing the likelihood of durable behavior change (Heath & Heath, 2010; Prochaska & DiClemente, 1983).

Ethical considerations and potential limitations. This plan assumes a supportive learning environment and access to needed resources. If external demands or health concerns interfere, adjustments will be needed, and seeking appropriate support will be considered part of responsible self-management. Limitations include possible overreliance on willpower, which can wane under stress; thus, the strategy emphasizes external structures (habits, cues, environment) to offload self-control demands (Baumeister & Tierney, 2011; Sirois, 2014). Regular reflection, feedback, and adaptation will help mitigate these risks and maintain progress (Locke & Latham, 2002).

Conclusion. By integrating goal-setting theory, implementation intentions, habit formation, and self-regulation frameworks, the planned behavior change targets procrastination in study tasks and fosters sustained academic engagement. The approach emphasizes specific goals, actionable plans, environmental design, social accountability, and ongoing measurement. If executed faithfully, this plan should yield earlier task initiation, longer focused study periods, and improved academic outcomes, grounded in robust theoretical perspectives on behavior change and self-regulation (Bandura, 1991; Gollwitzer, 1999; Locke & Latham, 2002; Duckworth & Seligman, 2005; Ryan & Deci, 2000).

References

  • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
  • Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503.
  • Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting school performance. Psychological Science, 16(12), 939-944.
  • Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation. American Psychologist, 55(1), 68-78.
  • Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change in smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390-395.
  • Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change Is Hard. Crown.
  • Mischel, W. (2014). The Marshmallow Test: Mastering Self-Control. Little, Brown and Company.
  • Ouellette, J. A., & Wood, W. (1998). Habit and intention in everyday life. Journal of Personality and Social Psychology, 75(5), 1255-1265.

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