Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Higher Education Administration

Higher education institutions face a variety of external and internal forces compelling them to adjust academic and operational structures, processes, and technologies. To address these challenges, university leadership must effectively plan, implement, and manage change initiatives that transition from the current state to a future state of operations. Success depends on understanding university staff perceptions of change and whether they will accept or resist these efforts. This understanding can be achieved by examining the dimensions of climate, process, and readiness for change. However, there is a gap in the literature on how university staff perceive change within United States higher education institutions. This study aims to understand staff perceptions of climate, process, and readiness for change at public, four-year universities in Ohio and to determine if demographic characteristics influence these perceptions. The population for this study included classified and unclassified staff at five public, four-year institutions in Ohio, resulting in data collected from 1,342 participants. The findings focus on four main areas regarding university staff perceptions of organizational change. First, significant differences were found between employee classes, with unclassified staff holding more favorable perceptions of climate, process, and readiness for change than classified staff. Second, mixed results were observed for gender; women had more favorable perceptions of team climate than men, while perceptions of leadership climate, process, and readiness showed no gender differences. Third, age had a varied impact, with the youngest and oldest staff showing more favorable views on leadership climate and process but no significant impact on team climate or readiness for change. Finally, the climate of change and process of change together predicted 42.2% of the variance in readiness for change, with the process of change uniquely contributing 18.66%. I presen (open full item for complete abstract)

Committee: Julia Matuga Ph.D. (Committee Chair); Colleen Boff Ed.D. (Other); Jessica M. Turos Ph.D. (Committee Member); Amy French Ph.D. (Committee Member) Subjects: Higher Education; Organizational Behavior

Doctor of Business Administration (D.B.A.), Franklin University, 2023, Business Administration

As technology changes constantly, so does the need for organizations to adapt by promptly and effectively implementing technological improvements to gain a competitive edge. Information systems in the information technology (IT) industry are continually seeing new innovations, and business leaders must be prepared to adopt these technological options to strengthen their organizations' information system infrastructure. This dissertation study aims to define the variables that contribute to organizational readiness for change (ORC) to determine information system implementation decisions for companies in the IT industry using a quantitative methodology and an existing decision model as the theory. Behavioral intention is the construct that measures and helps ascertain whether employees are prepared for change. Based on the Pare model, this dissertation study theorized that 10 independent variables are positively related to ORC. Following completion of the survey-based process, the analysis process used partial least squares structural equation modeling (PLS-SEM). This study should benefit the IT industry, which struggles with change management activities within its departments and organizations.

Committee: Todd Whittaker (Committee Chair); Michael Powers (Committee Member); Dail Fields (Committee Member) Subjects: Business Administration

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: Educational Studies

This dissertation investigates the experiences of academic physicians at two colleges of medicine as they become ready for changes in their professional practices. Building on Changing and Learning Theory (Fox, Mazmanian, & Putnam, 1989) and the Transtheoretical Model of Change (Dalton & Gottlieb, 2003; Norcross, Krebs, & Prochaska, 2011; Prochaska, 2008; Prochaska & Norcross, 2001), this study employs qualitative methodologies informed by phenomenology and grounded theory. Drawing on semi-structured interviews, data include 32 change narratives from 21 physicians, reflecting how physicians experienced readiness in changing professional practices. In a field in which change is more common than stability, physicians must be ready to adjust to and embrace sudden, unexpected, and almost continual change. Findings of the study reveal that physicians feel most committed to making changes that have been self-initiated, rather than externally mandated. Additionally, readiness is a process that results from a variety of physician-identified actions that are generated organically and intuitively, and managed within individual time, interest, and motivation parameters, rather than at a specific point in time. Findings also reveal that physicians value a trusted team to strengthen and reinforce their work, that they adjust to the needs in their field, such as becoming adept at new medical specialties or the business aspect of academic medicine, and that many physicians wish for a mentoring relationship or community. This study illustrated that fostering and improving the way that physicians make changes as a part of their professional responsibilities supports their growth and well-being. Recognizing the value of supporting physicians in these endeavors is imperative for those who support physicians educationally and administratively, and it can and should inform their efforts. Openness to change has important relevance in the medical profession, and it is essential to un (open full item for complete abstract)

Committee: Miriam Raider-Roth Ed.D. (Committee Chair); Nancy Davis Ph.D. (Committee Member); Vicki Plano Clark Ph.D. (Committee Member); Lisa Vaughn Ph.D. (Committee Member) Subjects: Higher Education

Psy. D., Antioch University, 2018, Antioch Santa Barbara: Clinical Psychology

Motivation plays a key role in a person making important health and lifestyle changes in regards to drug and alcohol use. Screening, Brief Intervention, and Referral to Treatment (SBIRT) for the first time was tested in community mental treatment settings. This dissertation begins by considering what motivation is, the many different theories behind human motivation, and motivation through the lens of addiction and substance use disorders (SUDs). From there, we will explore SUD's impact upon both physical and mental health in the United States as a result of unmet treatment. This leads into an exploration of the components of the theoretical and clinical application of Motivational Interviewing and the Stages of Change model and the SBIRT model of brief interventions. This study sets out to answer three questions; first to report the factor structure of the Stages of Change Readiness and Treatment Eagerness Scale, (SOCRATES A, for Alcohol and D for all other Drugs) in participants both at baseline and at the 3-month follow-up. Second, to examine if one's readiness for change as measured on the SOCRATES A & D both can be predicted by severity of use as measured on the AUIDT for alcohol related use and on the DAST for drug related use. Finally, we set out to explore if a participants' level of motivation as measured on the SOCRATES A & D mediate any effect of the SBIRT intervention on reducing the frequency of alcohol and/or drug use at the 6-month and or 12-month follow-ups. This Dissertation is available in Open Access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd

Committee: Brett Kia-Keating Ed.D. (Committee Chair); Ron Pilato Psy.D. (Committee Member); Mitchell Karno Ph.D. (Committee Member) Subjects: Clinical Psychology

Master of Science (MS), Ohio University, 2017, Clinical Psychology (Arts and Sciences)

Readiness for change, defined as “the cognitive precursor to the behaviors of either resistance to, or support for, a change effort” (Armenakis, Harris, & Mossholder, 1993), can serve as a facilitator or barrier to dissemination of evidence-based services. Limited research has been conducted to understand the role of readiness for change in educational contexts and its relationship to the success of evidence-based school mental health (SMH) initiatives. The current study examined three community's (i.e. teachers, school mental health staff, and principals) readiness for change in schools from the perspective of three key informant groups. Participants were recruited from 11 elementary schools in Ohio and included school administrators (n=13), teachers (n=194), and school mental health staff (n=47). All participants completed a modified version of Change Orientation Scale (COS; Kearney & Smith, 2009), and answered questions about their use of a specific positive behavior support strategy and their participation in a recent school mental health initiative. Replicating previous work, the subscales of the COS exhibited good to excellent internal consistency (as = .85 – 92). Results demonstrated variability in COS scores across schools, suggesting that COS scores may be used to identify schools that are ready for adoption of a new initiative. Differences were detected among informant's perceptions of readiness and among community readiness levels. Building administrators tended to rate readiness the highest and the teacher community was consistently rated as the least ready. When individual ratings were used, there was a significant, positive correlation between teacher readiness and teachers' reported use of a positive behavior support strategy (r =.38). When school-level ratings were used there were positive correlations between teacher readiness and teachers' use of a positive behavior support strategy (r =.62) and their intention to use a daily report card interventi (open full item for complete abstract)

Committee: Julie Owens (Advisor); Steven Evans (Committee Member); Brian Wymbs (Committee Member) Subjects: Psychology

Doctor of Education (EdD), Ohio University, 2017, Educational Administration (Education)

This study was a quest toward understanding how superintendents prepare districts for change in response to various internal and external environmental forces. This study focused on aspects of the change readiness process. Finally, this study sought to answer questions regarding aspects of a climate and specific strategies superintendents utilize that hinder or assist in preparing a district for change. This research was a qualitative case study bounded by a shared experience. The informants consisted of a purposeful selection of maximum variation, four public school superintendents from Ohio. The four informants were identified and data were collected using the interview process. Saldana's (2010) multi-cycle coding method was used to analyze the data. Interpretation of the data revealed support for the three conditions of a climate included in Schein's (2010) Change Model. Analysis of the interview data also revealed a number of strategies that assisted superintendents in preparing a district for change (persuasive communication, active participation, pacing, and discrepancy.) Lastly, various strategies were identified as hindering the process of preparing a district for change (personal support and discrepancy).

Committee: Krisanna Machtmes Ph.D. (Committee Chair); Dwan Robinson Ph.D. (Committee Member); Charles Lowery Ed.D. (Committee Member); Eugene Geist Ph.D. (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Educational Psychology; Organization Theory; Organizational Behavior

Doctor of Philosophy, The Ohio State University, 2014, Agricultural and Extension Education

Successfully managing and implementing change is a primary challenge all organizations face. Employee readiness for change plays a central role in effective organizational change. Understanding how employee-level variables influence, enable, support and promote organizational change is therefore a prerequisite for developing and implementing successful organizational change initiatives. Based upon Leader-Member Exchange (LMX) theory (Graen & Uhl-Bien, 1995) and tenants of Self-Determination Theory (Deci & Ryan, 1985), this descriptive and correlational study explored relationships among factors that influence employee readiness for change in Ohio State University Extension, an organization experiencing significant, on-going transformation. The sample frame included all OSU Extension employees with a 25% or greater Extension-funded appointment. Variables of interest included quality of the employee-supervisor relationship, basic psychological needs satisfaction, dispositional resistant to change, readiness for change, and selected demographic characteristics. Data were gathered in two steps. First, demographics were obtained from personnel records. Second, perceptions were assessed through a web-based, self-administered questionnaire. The questionnaire included four existing scales: the 7-item Leader-Member Exchange scale (LMX-7; Graen & Scandura, 1987); the 21-item Basic Psychological Needs Satisfaction at Work Scale (Deci et al., 2001); the 16-item Resistance to Change Scale (Oreg, 2003); and the 14-item Readiness for Change Scale (Madsen et al., 2005). The overall response rate was 74%. After removing incomplete responses, the final data set included 483 responses, giving a 64% usable response rate. Descriptive statistics, Pearson product-moment correlations, analysis of variance (ANOVA), and hierarchical multiple regression, all performed using SPSS version 21, were the primary data analysis techniques. As a group, the 483 OSU Extension employees (open full item for complete abstract)

Committee: Scott Scheer (Advisor); Garee Earnest (Committee Member); Keith Smith (Committee Member) Subjects: Educational Leadership; Organizational Behavior

Master of Health and Human Services, Youngstown State University, 2014, Department of Health Professions

Background: Research was conducted among college students to explore strategies of health intervention development that may better target and promote healthy lifestyles in the college environment, helping to fight overweight and obesity in the U.S. Objective: To investigate if a correlation exists between Transtheoretical Model (TTM) stages of change in regards to a personal health goal and the self-reported frequencies of healthy eating and exercise among a college student sample. Hypotheses: Participants that are in more advanced stages of readiness to change according to the TTM may state that they follow healthy eating/exercise habits more often which can enable them to achieve more personal goal success. Methods: The researcher-designed health-related survey was administered to college students, obtaining a sample of 634 student responses. Data was analyzed using SPSS and Ordinal Logistic Regression. The independent variables of stage of change, gender, education, and living situation, are compared with frequency of healthy eating and exercise methods. Results: Statistical significance was found among the results (Tables 1 & 2). Those in the maintenance stage are more likely to report more frequent healthy eating and exercise practices compared to other stages (p <0.001). Conclusion: Healthy lifestyle success may be predicted by the report of maintenance stage or advancement towards maintenance stage of change regarding a health goal due to its correlation with healthy eating and exercise frequency. Programs promoting the TTM stage of change advancement for more personal goal success can contribute to more frequent healthy eating and exercise habits, which can lead to healthier lifestyles in the college environment.

Committee: Joseph P. Lyons PhD (Committee Chair); Richard L. Rogers PhD (Committee Member); Joy Polkabla Byers MEd (Committee Member) Subjects: Health Education; Nutrition; Physical Education; Public Health

PhD, University of Cincinnati, 2006, Arts and Sciences : Psychology

Although some evidence exists that African Americans have acknowledged higher numbers of alcohol problems than Caucasians, very little research exists on the factors that may influence the effectiveness of treatment among African Americans, such as readiness to change, coping behaviors, and quality of life (Conigliaro et al., 2000). The present study is focused on understanding the psychological processes involved in the recovery process for African Americans and the influence that results from the relationships that may exist between rock-bottom experiences, readiness to change, and religiosity. The body of research on the notion of “rock-bottom” and the combined impact that readiness to change and religious beliefs may have on alcohol recovery are quite limited. The overall aim of this study was to examine the impact that experiencing “rock-bottom” has on one's readiness to change and in turn on one's ability to stay abstinent from alcohol after treatment. Religious beliefs and practices were examined in the proposed model as a potential moderator. The sample was comprised of 168 African-Americans who participated in Project MATCH, a national multi-site random clinical trial funded by NIAAA. This study was a secondary analysis of the data from this project. The analysis was conducted using path analysis. The findings showed a positive, significant relationship between rock-bottom experiences and awareness of the drinking problem. The study also revealed readiness to change as a significant predictor of post-treatment abstinence from alcohol. Readiness to change was also found to have a significant inverse relationship with post-treatment alcohol abstinence self-efficacy. This relationship was moderated by religion. Clinically, these findings suggest that processing experiences and feelings associated with “hitting rock-bottom” may be useful in raising clients' awareness of the dire impact that their alcohol use has had on their lives and may combat precontemplativ (open full item for complete abstract)

Committee: Dr. Kathleen Burlew (Advisor) Subjects: Psychology, Clinical

Doctor of Philosophy, The Ohio State University, 2005, Psychology

Research clearly shows that many prison inmates are characterized by numerous cognitive and behavioral shortcomings including: (a) inadequate stress coping and problem solving abilities and (b) endorsement of procriminal attitudes and cognitive distortions that allow rationalization of law violations. These deficits have been found to be related to criminal conduct leading to incarceration; if deficits are not corrected during incarceration, the ex-offender remains at high risk for re-offending after release. Thus the purpose of this study was to investigate the efficacy of a stress inoculation training program in addressing these two categories of deficits among a random sample of inmates at an adult male Ohio correctional facility. The goal of this psycho-educational seminar was to help inmates correct criminal thinking distortions, and learn more adaptive coping and problem solving skills. This intervention also focused on relapse prevention to help participants anticipate and cope effectively with lapses, and to generalize attitude and behavior change beyond the confines of the training room. Contrary to expectation, results showed no significant pre to post intervention differences on measures of hardiness, criminal thinking, purpose in life, self control and readiness for change. Possible explanations for this finding and its implications for future correctional programming are discussed.

Committee: Pamela Highlen (Advisor) Subjects:

Doctor of Philosophy, Case Western Reserve University, 2010, Psychology

Caring for a loved one with dementia has been linked to a host of negative mental and physical health problems. Many caregiver interventions have been developed to alleviate the negative effects of caregiving. There is little evidence, however, for the overall effectiveness of these interventions in improving outcomes. Furthermore, little information exists regarding reasons that caregivers benefit from existing interventions. Exploring characteristics, such as readiness to change, that might influence caregivers' investment in an intervention can yield valuable information about how best to modify interventions to improve their effectiveness. The impact of readiness to change on caregiver outcomes following a six-session intervention was examined in the current study. Stage of change among caregivers (N = 74) was reliably measured using a newly designed self-report instrument. As hypothesized, the intervention was effective in improving caregivers' self-efficacy; however, undergoing the intervention did not improve ratings of distress at care recipients' behavior problems or subjective physical health ratings. Readiness to change showed no impact on outcomes among caregivers, although results did indicate a shift in stage of change between the two assessment points. Results generally support the existence of the readiness to change construct but call into question the clinical utility of applying it to caregiver interventions. More research is needed on how to tailor interventions to improve their effectiveness.

Committee: Todd McCallum (Committee Chair); Grover Gilmore (Committee Member); Julie Exline (Committee Member); Amy Przeworski (Committee Member) Subjects: Gerontology; Psychology

Doctor of Education (EdD), Wright State University, 2025, Leadership Studies

This study examined how leadership styles (transformational and servant) influence change readiness within U.S. military support organizations, with a focus on whether leader-member exchange, or supervisor-employee relationship, and public service motivation of the employee mediate those leadership effects. By analyzing how these factors interact, this study sought to identify strategies for fostering higher levels of organizational change readiness in complex, bureaucratic settings. Using a quantitative survey design, data were collected from civilian and uniformed members (N = 366) of a military support organization. Validated scales measured transformational and servant leadership behaviors, supervisor-employee quality, public service motivation, and change readiness. Structural equation modeling was employed to assess both direct and indirect effects among these constructs, providing insight into the relationships and the overall model fit. Findings indicate that leadership style exhibits significant direct effects on change readiness. Moreover, the supervisor-employee relationship and public service motivation of the employee function as key mediators in this relationship, suggesting that strong public service values enhance employees' willingness and perceived capability to implement change. The final model accounted for nearly half of the variance in change readiness, highlighting the pivotal role of leadership style in shaping employee attitudes toward new initiatives. The study's results showed that the combined effect of supervisor leadership styles, supervisor-employee relationship, and public service motivation of the employee explained 49% of the variance in the change readiness of the employee. These results underscore the importance of cultivating transformational or servant leadership practices alongside high-quality supervisor-employee relationships and service-focused motivations. Organizations seeking to navigate frequent or large-scale cha (open full item for complete abstract)

Committee: Yoko Miura Ed.D. (Committee Chair); Grant Hambright Ed.D. (Committee Co-Chair); Cassie Barlow Ph.D. (Committee Member); Michael Greiner Ph.D. (Committee Member) Subjects: Management; Military Studies; Organizational Behavior

Specialist in Education, Miami University, 2022, Educational Psychology

Due to an increase in mental health needs in students, schools and state educational agencies are turning towards Social and Emotional Learning (SEL) programs in order to teach students needed social and emotional skills. However, there are many barriers to successful implementation of programs, one of which can be discrepancies in staff perceptions of readiness for change in their school system. In order to consider readiness for change, schools can use the Interactive Systems Framework (ISF) as a framework to administer a Readiness for Change assessment. Staff at a Midwest alternative school were sent a virtual survey that assessed different themes of Readiness for Change (e.g., motivation, general capacity). Survey results were analyzed to examine differences in the perception of readiness for change based on a staff member's role at the school and prior SEL experience. Survey results found a moderate average level of Readiness for Change among staff members. Results failed to find a statistically significant difference in Readiness for Change based on staff member's role at the school. And finally, results failed to find a statistically significant difference in Readiness for Change between staff members with prior SEL experience and staff members lacking SEL experience.

Committee: Kristy Brann (Advisor); William Boone (Committee Member); Paul Flaspohler (Committee Member) Subjects: Educational Psychology; Psychology; Teaching

Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2021, Nursing

Distracted driving (DD) is described as operating an automobile while performing another activity that takes attention away from the act of driving. There are three recognized forms of distraction while driving: visual, manual, and cognitive. Cell phone use while driving, specifically texting while driving (TWD), affects all three domains of distraction: visual, manual, and cognitive. Texting while driving is an extremely risky behavior for all drivers, yet especially dangerous for those ages 18-25 years old. While many different interventions have been implemented aimed at reducing this behavior, the problem of distracted driving persists. Human behavior is complex, dynamic and influenced by many factors, including personal beliefs, social persuasion and perception of risks associated with said behavior. Additionally, individuals must first demonstrate a psychological readiness for change before actual behavior change can occur (Prochaska & DiClemente, 1983). Following an extensive literature review of current evidence as well as the support of theoretical framework, an implementation and evaluation program designed to improve the driving safety and wellness of college students was designed. The following chapters describe the scope of the problem, review pertinent literature related to the problem, and thorough explanation the implementation and evaluation plan related to the Distracted Driving Prevention Program. Results of the evaluation, as well as future recommendations to influence distracted driving behavior, are also described.

Committee: Debra VanKuiken Ph.D. (Advisor); Susan Allen Ph.D. (Committee Member) Subjects: Behavioral Sciences; Health Education; Nursing

Ph.D., Antioch University, 2019, Leadership and Change

This research explores an individual's self-perception of their own ability, motivation, and propensity to trust others for the purpose of validating a new construct: developmental readiness to trust others in the workplace. This construct expands research on developmental readiness to change and to lead by building a scale to measure an individual's motivation and ability to trust others in the workplace. A previously validated scale developed by Frazier, Johnson, and Fainshmidt 2013 measuring propensity to trust was included the scale building process. All items measuring motivation to trust were newly developed for this study, items measuring trust ability were adapted and based on previous trust research by Mayer and Davis 1999. This was a mixed-methods study (qual) QUAN with 6 individual interviews and 417 surveys collected via an online survey using an item response scale of 1 to 7. Respondents were solicited through professional networks and Mechanical Turk. Construct validation resulted in a two-factor model measuring ability and motivation to trust, with propensity to trust as a subcategory under the motivation factor. Exploratory and confirmatory factor analyses were conducted and evidence supported the construct's convergent and discriminant validity and reliability. This research contributes to the existing research on trust by examining an individual's capability to trust others and their motivation. Motivation included both propensity and outcome orientation to trust others prior to entering a relationship. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu and is accompanied by an Excel file of survey data.

Committee: Laura Morgan Roberts PhD (Committee Chair); Carol Baron PhD (Committee Member); Bruce Avolio PhD (Committee Member) Subjects: Adult Education; Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Organization Theory; Organizational Behavior

Master of Arts in Psychology, Cleveland State University, 2014, College of Sciences and Health Professions

The Transtheoretical Model (TTM) of behavior change outlines a five-step categorization of stages that delineate an individual's readiness to alter a behavior. This model has been used as a basis for understanding the behavioral change process and for tailoring interventions (e.g., smoking cessation and weight management). Little research exists, however, applying the TTM to behaviors among individuals with dementia (IWD) and their caregivers (CGs). Unlike many other behavior changes, the changes associated with adapting to and coping with dementia often rely on changes in both the CG and the IWD. Based on this cooperative aspect of the IWD/CG dyad, it was hypothesized that larger dyad discrepancies would predict poorer psychosocial well-being, as measured by depression, anxiety, quality of life, and relationship strain. This hypothesis, however, was not supported. This paper will discuss the literature to date, the psychometric testing of a novel Readiness to Change measure in this population, and future directions for this field.

Committee: Katherine Judge PhD (Committee Chair); Boaz Kahana PhD (Committee Member); Toni Bisconti PhD (Committee Member) Subjects: Psychology

Doctor of Philosophy, University of Akron, 2010, Counseling Psychology

Research has consistently shown that therapy is effective and that clients experience positive outcomes from engaging in therapy (Orlinsky et al., 2004). However, past research has shown that many clients prematurely terminate therapy often with negative outcomes (Archer, Forbes, Metcalfe, & Winter, 2000; Carpenter, Morrow, del Gaudio, & Ritzler, 1981; Pekarick, 1985). The purpose of this study was to explore an intervention designed to reduce premature termination rates using a comprehensive,standardized role induction procedure and a more sensitive definition of premature termination. Further, the impact of the role induction as it relates to readiness for change was explored. This study also examined the impact the role induction would have on clients' commitment to therapy. A total of 106 adult clients seeking services at a community mental health center participated in the study. Participants were randomly assigned to either the experimental or control group. Prior to the intake session, each participant viewed a video. The experimental group viewed the comprehensive role induction video and the control group viewed a video explaining the services at the counseling center. Next, all participants completed the self-report measures of commitment to therapy (i.e. EAC-B; Tinsley et al., 1980) and readiness for change (i.e. SOC; McConnaughy, Prochaska, & Velicer, 1983). The present data failed to show that a role induction to counseling significantly impacts premature termination, commitment to counseling or readiness for change among clients seeking counseling at a rural community mental health center. Overall, the data failed to support previous research findings that seemed to indicate a role induction to counseling could reduce the occurrence of premature termination and increase a client's commitment to therapy (Reis & Brown, 2006; Walitzer, Dermen, & Connors, 1999).

Committee: James Rogers Dr. (Advisor) Subjects: Psychology; Psychotherapy

Master of Arts (M.A.), University of Dayton, 2013, Psychology, General

Cigarette smoking continues to be the leading preventable cause of death in the United States, according to the U.S. Centers for Disease Control. In the current study, counterfactual thinking was investigated as an intervention to encourage readiness to consider quitting smoking. Additionally, individual difference variables were examined to explore their potential roles in smoking behavior change. Participants completed the Consideration of Future Consequences Scale, Optimism/Pessimism Instrument, Fagerstrom Test for Nicotine Dependence, Contemplation Ladder, modified Powe Fatalism Inventory, Beliefs in Fate scale, and Smoking Consequences Questionnaire. Participants were then given a written scenario and instructed to envision it as a prognosis from their doctor. They also received one of four counterfactual conditions and were asked to generate corresponding alternative behaviors. Participants returned one week later and were again given the Fagerstrom Test, the Contemplation Ladder, and the Smoking Consequences Questionnaire. Participants were also given a self-report measure about their efforts to decrease their smoking and were asked if they would be willing to participate in a lung-capacity test, the behavioral measure of intention to quit. The analyses revealed no significant effect of the direction or structure of counterfactual condition on readiness to consider quitting smoking, as measured by the Contemplation Ladder. A significant Direction x Lung Capacity interaction indicated that participants in downward counterfactual conditions (53.5%) were more likely to sign up for a lung-capacity test than those in upward counterfactual conditions (31.7%), x2diff (1, N = 84) = 4.11, p = .043, Cramer's V = .22. No significant effect of counterfactual structure on willingness to schedule a lung-capacity test was found. Additionally, no significant effect of the personality variables on the receptivity to the counterfactual thinking interv (open full item for complete abstract)

Committee: Melissa Berry Ph.D. (Advisor); Carolyn Roecker Phelps Ph.D. (Committee Member); Roger Reeb Ph.D. (Committee Member) Subjects: Psychology