把一条学习原理，连到你能改的那一处设计。

Specific goals and implementation intentions

Specific, difficult, accepted goals outperform vague ones, and if-then plans that specify when and where to act close much of the intention-action gap.

Recommendation

Use learning goals during acquisition and performance goals after; always pair with progress feedback.

Mechanism

Specific goals direct attention and effort and permit self-monitoring; if-then plans delegate initiation to a situational cue rather than to willpower.

Applicable contexts and prerequisites

Learner Stages

• middle
• secondary
• postsecondary
• adult-workplace

Task Types

• study planning
• practice adherence
• behaviour change

Contexts

• coaching
• study strategies
• workplace learning
• adaptive software

Lifespan Stages

• middle
• secondary
• postsecondary
• adult-workplace

• Goal acceptance and commitment
• The skill to actually perform the action
• Feedback on progress

Constraints and risks

• Specific difficult goals harm performance on tasks still being learned
• Goals without feedback do little
• They can narrow attention and encourage gaming the metric

• Setting outcome goals for skills not yet acquired
• Metric fixation and neglect of unmeasured goals
• Demoralization when goals are imposed rather than accepted

Observable evidence

• Indicator

  Goal-linked behaviour change

  Measure

  Rate of intended action performed plus progress on the target skill

  Timing

  Weekly

  Caveat

  Goal attainment can be met by lowering the standard

Evidence

strong

One of the most replicated findings in organizational psychology, with a large separate literature on implementation intentions.

Confidence

high

Directness

direct-intervention

Generalizability

Robust for performance of acquired skills; weaker or negative during acquisition.

Effect

Metric

d

Value

0.6

Note

Implementation-intention effects on goal attainment are typically medium-to-large.