Boosting Scholastic Test Scores by Willpower: The Role of Implementation Intentions

As both high self-efficacy beliefs (Bandura, 1997) and forming implementation intentions (Gollwitzer & Sheeran, 2006) are known to improve goal attainment, it is suggested that implementation intentions geared at strengthening self-efficacy should be a very helpful self-regulation strategy to achieve high scholastic test scores. In Study 1, female participants had to perform a math test either with the goal intention of solving as many problems as possible or with an additional selfefficacy strengthening implementation intention. In Study 2, male participants worked on an analytic reasoning test under either a mere achievement goal intention, an additional self-efficacy strengthening implementation intention, or an additional self-efficacy strengthening goal intention. In both studies, participants with self-efficacy strengthening implementation intentions outperformed the mere achievement goal intention participants. Moreover, Study 2 showed that additional self-efficacy strengthening goal intentions were not as effective as additional selfefficacy strengthening implementation intentions. The results are discussed in terms of their contribution to research on both self-efficacy and implementation intentions.