The Science of Habit and Its Implications for Student Learning and Well-being

Leveraging cognitive neuroscience for making and breaking real-world habits

Habits are the behavioral output of two brain systems. A stimulus-response (S-R) system that encourages us to efficiently repeat well-practiced actions in familiar settings, and a goal-directed system concerned with flexibility, prospection, and planning. Getting the balance between these systems right is crucial: an imbalance may leave people vulnerable to action slips, impulsive behaviors, and even compulsive behaviors. In this review we examine how recent advances in our understanding of these competing brain mechanisms can be harnessed to increase the control over both making and breaking habits. We discuss applications in everyday life, as well as validated and emergent interventions for clinical populations affected by the balance between these systems. As research in this area accelerates, we anticipate a rapid influx of new insights into intentional behavioral change and clinical interventions, including new opportunities for personalization of these interventions based on the neurobiology, environmental context, and personal preferences of an individual.

Smartphone-based study reminders can be a double-edged sword

Reminders are a popular feature in smartphone apps designed to promote desirable behaviors that are best performed regularly. But can they also promote students' regular studying? In the present study with 85 lower secondary school students aged 10-12, we combined a smartphone-based between- and within-person experimental manipulation with logfile data of a vocabulary learning app. Students were scheduled to receive reminders on 16 days during the 36-day intervention period. Findings suggest that reminders can be a double-edged sword. The within-person experimental manipulation allowed a comparison of study probability on days with and without reminders. Students were more likely to study on days they received a reminder compared to days when they did not receive a reminder. However, when compared to a control group that never received reminders, the effect was not due to students studying more frequently on days with reminders. Instead, they studied less frequently on days without reminders than students in the control group. This effect increased over the study period, with students becoming increasingly less likely to study on days without reminders. Taken together, these results suggest a detrimental side effect of reminders: students become overly reliant on them.

Resistance Training on an Outdoor Exercise Structure Improves Lower-Body Relative Strength in Older Adults

Improving relative strength is important for maintaining functionality with age, and outdoor exercise structures could be useful to facilitate this. A total of 29 adults aged 65+ participated in a non-randomized crossover study with a 6-week control followed by a 6-week resistance training intervention on an outdoor exercise structure (3x/week). Relative strength (predicted maximal leg press/lower body lean mass [Dual-energy X-ray Absorptiometry]) and physical function variables were measured at baseline, post-control, and post-intervention. Represented as median (25th-75th), lower body relative strength improved from 7.91 (7.01-9.35) post-control to 8.50 (7.99-9.72) post-intervention (p = .002) in study completers (n = 17). Maximum leg press (p = .002), 30-second chair stand (p < .001), one-leg stance (p = .011), and maximum chest press (p = .009) also improved significantly during the intervention. There were no significant changes in aerobic activity, grip strength, lean mass, or muscle power. This study demonstrates that there could be potential relative strength benefits associated with the use of outdoor exercise structures in older adults.

Positive relationships of character strengths with fitness and physical activity in primary school children

Objective

This study is the first to examine the relationship between character strengths, objective physical fitness, and physical activity in primary school children.

Design

This cross-sectional study was conducted in 2016 and 2017 at a school in Japan. Main Outcome Measures: We obtained informed consent from 236 fourth-grade students; 122 fifth-grade students; and 142 sixth-grade students. After excluding participants with missing data, 473 children (247 boys and 226 girls; aged 9-12 years) with informed consent were included in the study. We measured character strengths, physical fitness, and/or physical activity of fourth- to sixth-grade participants.

Results

Among boys, the total score of physical fitness was significantly associated with perseverance-honesty, courage-ideas, compassion-gratitude, and fairness-care (p < 0.05). Among girls, the total score of physical fitness was significantly associated with perseverance-honesty, courage-ideas, and compassion-gratitude (p < 0.05). Regarding the relationship between character strengths and physical activity, perseverance-honesty was significantly associated with total steps and moderate-to-vigorous physical activity (MVPA), whereas courage ideas were significantly associated with total steps (p < 0.05) in boys. In girls, perseverance-honesty was associated with MVPA (p < 0.05).

Conclusions

Our findings revealed that character strengths are positively associated with objective physical fitness and physical activity in primary-school children.

Brief report: noise reduction in preschool from a self-regulated learning perspective-implementation of a game-based voice regulation training program

An 8-week voice regulation training program (VRTP) incorporating everyday activities was implemented in an experimental preschool classroom (EG; n = 34), which was compared with a control preschool classroom (CG; n = 31). The VRTP includes songs, games, and conversations aiming to raise children's awareness of noise levels and teach voice modulation skills. Grounded in the theoretical framework of self-regulated learning, the study's objectives were to evaluate the impact of the VRTP on noise levels, children's self-regulation, and pre-literacy skills. Noise levels were assessed weekly using an electronic noise meter before and during the program. The EG preschoolers demonstrated modest but significant improvements over their pre-VRTP levels of voice modulation, behavioral and emotional self-regulated learning, and pre-literacy skills, in contrast with the CG children. The findings provide evidence that young children's self-regulation may be enhanced in preschool, challenging the field of developmental-educational psychology to consider self-regulated learning during early childhood.

Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect

Practice testing is a highly robust learning strategy that promotes long-term retention, especially in comparison to more passive strategies such as restudying-a finding referred to as the testing effect. However, learners do not always appreciate the memorial benefits of practice testing over restudying, which could limit their use of practice testing during self-regulated learning. The current investigation explored the extent to which learners' metacognitive judgments about the testing effect can be improved via test experience, direct instruction, or a combination of both techniques. Prolific participants underwent two learning cycles. In the first cycle, participants were randomly assigned to either (a) experience a testing effect in their own memory performance (i.e., study unrelated word pairs, practice half the pairs through restudying and half through testing with correct-answer feedback, complete a critical test on the pairs, and receive feedback regarding their performance after using each strategy); (b) imagine they had to learn word pairs and read a passage on the purported benefits of practice testing; or (c) undergo both procedures. In the second cycle, all participants learned a novel set of word pairs. Across both learning cycles, participants estimated memory performance for material learned through testing versus restudying. Both test experience and direct instruction-independently and in combination-led to more accurate memory estimates across learning cycles, but no technique was more effective than the other. In summary, people can learn about the memorial benefits of practice testing when they experience a testing effect on their own memory performance and/or when they receive instruction about its benefits.

How Does Trait Mindfulness Weaken the Effects of Risk Factors for Adolescent Smartphone Addiction? A Moderated Mediation Model

As a psychological resource of individuals, trait mindfulness is valuable in facilitating individuals to maintain attention intensity, increase efficiency, and alleviate stress and depression. It can also buffer against the risk factors of addictive behaviors. However, applied research combining trait mindfulness and smartphone addiction with the use of psychological resources is relatively scarce and needs further examination. We constructed a moderated mediation model based on compensatory Internet use and conservation of resources theory (OCR) to examine the effects of social anxiety on adolescent smartphone addiction and to describe how trait mindfulness "works" and "in what contexts it works better". We analyzed 1570 adolescent subjects through a multistage stratified sampling method. Our findings revealed that social anxiety positively predicted smartphone addiction, while trait mindfulness was negatively associated with it. Furthermore, trait mindfulness mitigated smartphone addiction by reducing social anxiety, suggesting a mediating effect of social anxiety on this relationship. Meanwhile, the mediating effect was more pronounced among adolescents with left-behind experience; we found that left-behind experience partially moderated the relationship between social anxiety and smartphone addiction. Adolescents with left-behind experience had more significant compensatory media use with a higher risk of smartphone addiction. This study highlights the potential protective role of trait mindfulness in the development and maintenance of adolescent smartphone addiction. It provides empirical support for applying resource conservation theory and stress buffering theory in this context.

Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework

Desirable difficulties are learning conditions that are often experienced as effortful, but have a positive effect on learning results and transfer of knowledge and skills (Bjork & Bjork, 2011; Bjork, 1994). Learners often do not appreciate the beneficial effects of desirable difficulties, and the negative experiences of high effort and perceived low learning make them resistant to engage in desirable difficulties (Biwer et al., 2020a). This ultimately limits learning outcomes and academic achievement. With the increasing emphasis on self-regulation in education, characterized by higher learner agency and abundant choices in what, when, and how to study, the field of educational psychology is in need of theoretical and empirically testable assumptions that improve self-regulation in desirably difficult learning conditions with the aim to foster self-regulation abilities, learning outcomes, and academic achievement. Here, we present a framework that describes how to support self-regulation of effort when engaging in desirable difficulties: the “Start and Stick to Desirable Difficulties (S2D2)” framework. The framework builds on the Effort Monitoring and Regulation model (de Bruin et al., 2020). The aim of this framework is (1) to describe evidence for the central role of perceived effort and perceived learning in (dis)engagement in desirable difficulties, and (2) to review evidence on, and provide an agenda for research to improve learners’ self-regulated use of desirable difficulties to help them start and persist when learning feels tough, but is actually effective.

Study smart - impact of a learning strategy training on students' study behavior and academic performance

Recent research shows the importance to teach students the self-regulated use of effective learning strategies at university. However, the effects of such training programs on students' metacognitive knowledge, use of learning strategies, and academic performance in the longer term are unknown. In the present study, all first-year pharmacology students from one university attended a learning strategy training program, i.e., the 'Study Smart program', in their first weeks. The 20% (n = 25) lowest scoring students on the first midterm received further support regarding their learning strategies. Results showed that all students gained accurate metacognitive knowledge about (in)effective learning strategies in the short- and long-term and reported to use less highlighting, less rereading, but more interleaving, elaboration, and distributed practice after the training program. Academic performance was compared to the prior cohort, which had not received the Study Smart program. While in the previous cohort, students in the top, middle, and bottom rank of midterm 1 stayed in these ranks and still differed significantly in the final exam, students in the Study Smart cohort that received the training program improved throughout the year and differences between ranks were significantly reduced. A learning strategy training program including a remediation track for lower performing students can thus support students to study more effectively and enhance equal chances for all students at university.

Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?

Cognitive psychology research has emphasized that the strategies that are effective and efficient for fostering long-term retention (e.g., interleaved study, retrieval practice) are often not recognized as effective by students and are infrequently used. In the present studies, we use a mixed-methods approach and challenge the rhetoric that students are entirely unaware of effective learning strategies. We show that whether being asked to describe strategies used by poor-, average-, and high-performing students (Study 1) or being asked to judge vignettes of students using different strategies (Study 2), participants are generally readily able to identify effective strategies: they were able to recognize the efficacy of explanation, pretesting, interpolated retrieval practice, and even some interleaving. Despite their knowledge of these effective strategies, they were still unlikely to report using these strategies themselves. In Studies 2 and 3, we also explore the reasons why students might not use the strategies that they know are effective. Our findings suggest that interventions to improve learners' strategy use might focus less on teaching them about what is effective and more on increasing self-efficacy, reducing the perceived costs, and establishing better habits.

The Coronavirus pandemic and closed fitness clubs negatively affected members exercise habits

Introduction

Due to the Coronavirus pandemic, politicians enacted directions to reduce social interactions, including lockdown of fitness clubs. We aimed to investigate how this changed exercise habits of Norwegian gym members.

Method

Based on survey data, men and women (≥18 years, n = 233, data collection from Aug. 2020 to Jan. 2021) were recruited to this study by an email-invitation from their fitness club chain or by Facebook advertisement. The participants reported on background variables (e.g., age, gender, total household income, occupation, and education), and exercise habits pre- and during social lockdown. Data were analyzed using independent or student t-test, chi-squared test, or McNemar's test, as appropriate.

Results

Home-based exercise (18.0 vs. 72.5%, p = <0.001), walking (49.8 vs. 65.2%, p = <0.001), and cycling (16.7 vs. 24.5%, p = 0.004) was more common during than pre-lockdown. Also, men (4.33 to 3.68 days/week, p =0.013) and women (4.20 to 3.79 days/week, p = 0.001) reported a lower exercise frequency, and a shorter duration. Exercise frequency was lower in those with a BMI ≥25 than in those with BMI <25 (3.95 vs. 4.48 days/week, p = <0.007) pre-lockdown. High exercise attendees (≥3 sessions/week, 66.5%) reported a smaller decrease in exercise frequency (mean change: 0.06 vs. 1.24 days/week, p = <0.001) and duration (>60 min. per session: 33.0 vs. 3.8%, p = <0.001) than low exercise attendees during lockdown.

Discussion

Home-based exercise, walking, and cycling were most frequently reported during lockdown. Participants reported a small decrease in exercise duration and frequency compared with pre-lockdown. Closure of fitness clubs impacted low attendees more than high attendees.

Linguistic Variation in Iranian University Student Graffiti: Examining the Role of Gender

Research on the discursive features of graffiti in institutional settings is in its infancy and few studies have investigated the phenomenon and its implications in educational contexts. In this paper, we report on a study in which we employed systemic functional linguistics (Halliday in Learning how to mean, Edward Arnold, 1975). to probe communicative functions and gender differences in Iranian university student graffiti that appeared in all-male and all-female locations. The data comprised authentic instances of graffiti generated by students, analysis of which suggests that male and female university students each have their own distinctive motives for using graffiti, as realised in significant differences observed in the context-specific functions they perform. Graffiti pieces represented a distinctive and meaningful way of communicating, and its most salient features were creativity, simplicity and variation. Indications are that university students' graffiti reflects psychological and social challenges, and the thoughts, attitudes and feelings expressed through it serve students' personal and interactional purposes.

What we repeatedly do: Evaluating the determinants and consequences of habit enactment during daily goal-pursuit

Many theorists have stressed the benefits of goal-conducive habits. However, past research has not yet demonstrated that habits benefit goal-pursuit in daily life independently of more effortful forms of goal-pursuit. Additionally, it is unclear if habits are triggered independently of conscious self-regulatory processes. To address these issues, we conducted three intensive experience sampling studies. We found that habitual behaviours facilitated goal-progress independently of effortful goal-directed behaviours. Additionally, we evaluated three sets of predictions regarding the relationship between habits and other effortful self-regulatory processes. The goal-independent account suggests that habits function independently of planning and testing processes. The goal-dependent account suggests that habits are influenced by these processes, and the hybrid account suggests that these processes indirectly influence habits through their association with contextual cue exposure. The results were consistent with the hybrid account, in that planning and testing were associated with habit enactment, but this association was mediated by contextual cue exposure. Collectively, our results suggest that one must consider both conscious self-regulatory processes and automatic cue-response associations to understand how the benefits of goal-conducive habits are realized in daily life.