All Outputs (4)

The effect of solution-focused scaling and solution-focused questions on expectancy and commitment. (2021)
Journal Article
ABDULLA, A. and WOODS, R. 2023. The effect of solution-focused scaling and solution-focused questions on expectancy and commitment. School psychology review [online], 52(6): special topic section on data-based decision making, pages 709-720. Available from: https://doi.org/10.1080/2372966X.2021.1942196

Solution-focused (SF) approaches are widely used in schools. The present study examined the effects of a central SF technique—'scaling'—on female secondary students’ improvement expectancy (IE) and commitment to improvement (CTI). Popular follow-up q... Read More about The effect of solution-focused scaling and solution-focused questions on expectancy and commitment..

Comparing mental contrasting with implementation intentions against solution-focused and autonomous planning. (2021)
Journal Article
ABDULLA, A. and WOODS, R. 2021. Comparing mental contrasting with implementation intentions against solution-focused and autonomous planning. School psychology international [online], 42(4), pages 398-421. Available from: https://doi.org/10.1177/01430343211000399

Research suggests that mental contrasting with implementation intentions (MCII) enhances commitment and goal attainment. However, most studies have used limited comparison conditions. The present study compared MCII against two other potentially effe... Read More about Comparing mental contrasting with implementation intentions against solution-focused and autonomous planning..

Asking students to recall success may not enhance their perceived self-efficacy. (2021)
Journal Article
ABDULLA, A. 2021. Asking students to recall success may not enhance their perceived self-efficacy. Learning and individual differences [online], 87, article ID 101984. Available from: https://doi.org/10.1016/j.lindif.2021.101984

The aim of this study was to discover whether asking students to recall success ('solicited ME recall') enhances PSE for an important skill – writing ideation. In Experiment 1, students were randomly assigned to one of three conditions: (i) Solicited... Read More about Asking students to recall success may not enhance their perceived self-efficacy..

The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement. (2021)
Journal Article
ABDULLA, A. and WOODS, R. 2021. The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement. Motivation and emotion [online], 45(2), pages 159-170. Available from: https://doi.org/10.1007/s11031-021-09864-8

This study investigated the effects of current unsatisfactory performance (CUP) on improvement expectancy (IE) and commitment to improvement (CTI). 118 high school students were randomly assigned to consider either current satisfactory performance (C... Read More about The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement..