Obstacles vs. resources: comparing the effects of a problem-focused, solution-focused and combined approach on perceived goal attainability and commitment.

Abdulla, Adam; Woods, Ruth

doi:10.1007/s41042-020-00044-6

Solution-focused scaling questions: time taken, words written, expectancy and commitment. (2024)
Journal Article
ABDULLA, A. 2024. Solution-focused scaling questions: time taken, words written, expectancy and commitment. International journal of coaching psychology [online], 5, article number 3. Available from: https://ijcp.nationalwellbeingservice.com/volumes/volume-5-2024/volume-5-article-3/

Scaling questions are arguably the most commonly asked questions in solution-focused coaching. However, hardly any experimental research has isolated these questions. Moreover, most studies of solution-focused questions involve students only and no s... Read More about Solution-focused scaling questions: time taken, words written, expectancy and commitment..

Should we really be afraid of "weakness"? Applying the insights of attribution theory. (2024)
Journal Article
ABDULLA, A. 2024. Should we really be afraid of "weakness"? Applying the insights of attribution theory. Psychological reports [online], Online First. Available from: https://doi.org/10.1177/0033294124123121

It is widely assumed that the term "weakness" has negative psychological effects and should be replaced by "area for improvement." The present study is the first to examine the matter experimentally. It was hypothesised that effects of the "weakness"... Read More about Should we really be afraid of "weakness"? Applying the insights of attribution theory..

Goal attainment expectancy and goal commitment: relationships with age, gender and solution-focused scaling. (2023)
Journal Article
ABDULLA, A. 2023. Goal attainment expectancy and goal commitment: relationships with age, gender and solution-focused scaling. Coaching psychologist [online], 19(2), pages 24-31. Available from https://doi.org/10.53841/bpstcp.2023.19.2.24

Two of the most important variables in coaching and goal attainment are (goal attainment) expectancy and (goal) commitment. The present study examined how these variables relate to age, gender and solution-focused scaling. 130 participants – randomly... Read More about Goal attainment expectancy and goal commitment: relationships with age, gender and solution-focused scaling..

Brief computerised self-help interventions, the "miracle question", and the moderating effects of openness-to-experience. (2023)
Journal Article
ABDULLA, A. 2023. Brief computerised self-help interventions, the "miracle question", and the moderating effects of openness-to-experience. International journal of wellbeing [online], 13(3), pages 24-47. Available from: https://doi.org/10.5502/ijw.v13i3.2799

Brief, self-help positive psychology interventions (PPIs) have certain advantages over longer, guided interventions (e.g. higher completion rates). The "Miracle Question(s)" – the most famous intervention in solution-focused therapy and coaching – ap... Read More about Brief computerised self-help interventions, the "miracle question", and the moderating effects of openness-to-experience..

How else could you do that? The effects of generating multiple means of goal attainment on female students' perceived goal attainability. (2022)
Journal Article
ABDULLA, A. and WOODS, R. 2022. How else could you do that? The effects of generating multiple means of goal attainment on female students' perceived goal attainability. Contemporary educational psychology [online], 70, article 102086. Available from: https://doi.org/10.1016/j.cedpsych.2022.102086

Perceived goal attainability (PGA) is a crucial variable in education, influencing students' goal commitment, goal pursuit and psychological wellbeing. Asking students to generate multiple means of goal attainment is thought to have a positive effect... Read More about How else could you do that? The effects of generating multiple means of goal attainment on female students' perceived goal attainability..

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..

Obstacles vs. resources: comparing the effects of a problem-focused, solution-focused and combined approach on perceived goal attainability and commitment. (2020)
Journal Article
ABDULLA, A. and WOODS, R. 2021. Obstacles vs. resources: comparing the effects of a problem-focused, solution-focused and combined approach on perceived goal attainability and commitment. International journal of applied positive psychology [online], 6(2), pages 175-194. Available from: https://doi.org/10.1007/s41042-020-00044-6

Previous research suggests that solution-focused (SF) questions may be superior to problem-focused (PF) alternatives for a range of practical and psychological outcomes. However, a great deal remains unknown regarding the effects of specific SF (or P... Read More about Obstacles vs. resources: comparing the effects of a problem-focused, solution-focused and combined approach on perceived goal attainability and commitment..

All Outputs (10)