(Anticipated) Results

It is anticipated that the students attending the workshops will demonstrate better homework completion following the incorporation of implementation intentions when completing the CBT homework assignments compared to the baseline condition. Summatively, the participants are expected to show improved homework completion when utilizing implementation intentions. Given that the evidence suggests the use of implementation intentions as a way to increase task completion rates is practical in both general and clinical populations (Alfonsson et al., 2017; Ajzen, 1985; Hagger & Luszczynska, 2014; Naar et al., 2023), it can be reasonably expected that the use of implementation intentions will improve homework completion rates. By reducing the conscious effort, particularly the willpower required to start and complete tasks, as well as structuring goal-oriented behaviors through the use of implementation intentions, it can explain the uncompleted behaviors found in motivational models like TPB (Gollwitzer & Oettingen, 2012; Hagger & Luszczynska, 2014) or MI (Hagger & Hamilton, 2025) when independently used. Despite the solid framework TPB provides for attitudes, norms, and control beliefs (Fiszdon et al., 2022), it does not account for action initiation or objective-based volitional strategies used in an individual’s behaviors, as Gollwitzer’s (1999) and Cornally’s (2015) research suggests. Regardless, MI and TPB both underscore the determination of readiness to engage in actionable behaviors, but should nonetheless be paired with concrete planning to maximize their benefits (Hagger & Hamilton, 2025). Similarly, AET bolsters the argument that the need for actionable plans for lowering obstacles toward task completion, through the use of reminders or environmental restructuring, improves adherence rates when motivation is high but completion is low (Koole & Spijker, 2000).