Research indicates that planning helps consumers in their goal pursuit, but little is known about how and when such beneficial effects change with regulatory fit – fit between consumers’ regulatory orientation and goal pursuit means. Results of three studies show that 1) the benefits of forming implementation intentions, or planning details such as when, where, how, and how long to perform goal-directed actions and attain consumer goals are stronger in regulatory nonfit situations (study 1), and 2) implementation intentions can be viewed as goal pursuit means and be part of the regulatory fit formulation to show the “value from fit” effect on instrumental behavior and goal attainment (studies 2 and 3). Specifically, study 1 showed that consumers in regulatory nonfit situations are more likely to perform instrumental behavior and have higher goal attainment by forming implementation intentions than consumers in regulatory fit situations. This research also provides empirical evidence of the notion of “value from fit” to the regulatory fit literature, that is, the mediating role of motivation intensity in the regulatory fit-instrumental behavior and regulatory fit-goal attainment linkages in studies 2 and 3.

L’implémentation d’intention est une stratégie de planification de l’action qui se révèle être plus efficace que l’intention d’agir pour permettre d’atteindre des buts désirés. À la différence d’une intention qui ne spécifie que les comportements qu’on souhaite réaliser (“j’ai l’intention de faire Y”), la stratégie d’implémentation d’intention consiste à créer un lien entre une situation et un comportement dirigé vers l’atteinte du but dans un format langagier en “si…alors” (“si je rencontre la situation X, alors je réaliserai le comportement Y”). L’efficacité de cette stratégie réside dans sa capacité à créer des habitudes de façon instantanée, habitudes dont la littérature révèle la force à persister dans le temps. Dans ce travail de thèse, nous examinons l’efficacité de cette stratégie pour faire face à deux obstacles à la persistance des comportements que sont les coûts associés à la réalisation du comportement et les changements situationnels. Dans trois études reposant sur un paradigme de décision, nous avons fait varier le coût associé à la réalisation du comportement. Les résultats, bien que ténus, suggèrent que former une implémentation d’intention permet de maintenir la réalisation des comportements plus longtemps que de ne former qu’une intention. Dans trois études reposant sur une tâche de catégorisation, nous avons présenté des situations : similaires versus non-similaires à la situation X spécifiée dans l’implémentation d’intention, et affordant le comportement Y spécifié dans cette stratégie versus un autre comportement. Les résultats suggèrent qu’en comparaison de l’intention, l’implémentation d’intention permet davantage de généraliser la réalisation des comportements, c’est-à-dire que le comportement semble être réalisé dans d’autres situations que celle spécifiée. La généralisation ne s’observe toutefois pas pour tout type de situation, mais uniquement lorsque ces situations sont fortement physiquement similaires à la situation spécifiée et affordent le comportement spécifié. Nous discuterons de l’apport de différentes théories de psychologie sociale permettant de comprendre les effets observés. / Implementation intention is a planning strategy that promotes goal achievement beyond goal intentions. While goal intentions merely specify a desired goal-directed behavior (“I intend to do Y”), implementation intentions link a goal-relevant situation to a goal-directed behavior in an “if, then” format (“If I encounter the situation X, then I’ll perform the behavior Y”). The efficacy of this strategy to promote goal achievement originates from its ability to create instant habits, habits for which the literature reveal the strength to persist over time. In this work, we examine the efficacy of this strategy to shield ongoing goal pursuit from the cost of behaviors and the situational changes. In three studies using a decision paradigm, we varied the cost associated to the realization of the behavior. The results, even weak, suggest that forming an implementation intention leads to maintaining a response for a longer period of time than goal intentions. In three studies using a categorization paradigm, we presented situations: physically similar versus non-similar to the situation X specified in the implementation intention; that afforded the behavior Y specified in the plan versus a different behavior. The results suggest that, compared to forming goal intentions, forming implementation intentions leads to a generalization, meaning that the behavior is realized in other situations than the specified one. However, a generalization does not occur for all kind of situation but only when situations that are strongly physically similar to the specified one and that afford the critical behavior are encountered. We discuss the contribution of some social psychology theories to understand the observed results.

Dans le but de comprendre ce qui pousse les entrepreneurs à agir, les chercheurs en entrepreneuriat utilisent depuis des décennies les modèles de l’intention dans leurs études. Les plus célèbres sont la Théorie de l’Action Planifiée d’Azjen et l’Evènement Entrepreneurial de Shapero et Sokol. Cependant, ces modèles restent perfectibles. En effet, ils partent du principe que l’intention est un bon prédicateur du comportement, alors que seules moins de la moitié des variations des comportements entrepreneuriaux sont explicables par l’intention. De plus, les modèles de l’intention se concentrent uniquement sur les antécédents de l’intention. La partie motivationnelle (le « pourquoi ») est donc couverte, mais la partie volitionnelle (le « comment ») est oubliée.Notre thèse, qui se compose de quatre travaux, a pour ambition de parer à ce manquement, dans le but de parfaire notre compréhension du processus entrepreneurial. Notre objectif est de mettre en lumière des facilitateurs qui permettraient de passer effectivement de l’intention à l’action. Nous relevons donc le défi de dévoiler en partie la boîte noire qui se trouve entre intention et comportement entrepreneurial. Nous avons sélectionné l’engagement et l’intention planifiée dans la littérature de socio-psychologie comme étant les chaînons manquants possibles, et nous les avons testés en contextes entrepreneuriaux.Ainsi, en se concentrant sur la partie volitionnelle, notre thèse complète les modèles de l’intention dans le but d’améliorer nos connaissances du processus entrepreneurial. Elle vise à servir les porteurs de projets, les politiques, les enseignants et les différents acteurs de suivi des entrepreneurs. En effet, tous peuvent utiliser ce que nous avons mis en lumière pour augmenter le taux de conversion de l’intention entrepreneuriale. Notre objectif est de manière générale de proposer de la matière nouvelle pour aider les porteurs de projets à concrétiser leurs intentions.Cependant, la taille de nos échantillons limite nos études empiriques à des études exploratoires. Nos résultats devront maintenant être confirmés de manière quantitative. / In order to understand what leads individuals to create new ventures, entrepreneurship researchers use intention models in their studies for decades. The most famous are the Theory of Planned Behavior of Azjen and the Entrepreneurial Event of Shapero and Sokol. However, these models are still perfectible. In fact, they stem from the fact that intentions predict behaviors, but only less than half of variance of entrepreneurial behaviors is explained by intention. Moreover, intention models only focus on the antecedents of intention. So the motivational part (why one acts) is addressed, but the volitional part (how to pursue actions) remains set aside.Our thesis, composed of four pieces of work, aims at addressing this gap in order to improve our understanding of the entrepreneurial process. Our objective is to shed light on facilitators that can lead from intentions to effective action. We thus took on the challenge of unveiling part of the missing links between entrepreneurial intention and behavior. We selected commitment and implementation intention in the socio-psychological literature as being the possible missing links, and we test them in entrepreneurial contexts.Thus by focusing on the volitional part, our thesis completes the intention models in order to improve our knowledge of the entrepreneurial process. It has implications for intended entrepreneurs themselves, politicians, educators and incubators. Indeed, they could use what we have learnt about commitment and implementation intention to enhance the entrepreneurial intention conversion rate. Generally speaking, our goal is to propose new materials to help intended entrepreneurs to enact their intentions.However, the size of our samples limits our empirical studies to exploratory papers. Further researches should now test our findings quantitatively.

The current study used a randomized control design to determine if an implementation intention intervention based on the Health Action Process Approach would increase exercise behavior in volunteer firefighters. One hundred forty-seven male and female volunteer firefighters from nine fire departments participated. The treatment group received a survey that prompted them to create exercise implementation intentions by describing "where," "when," and "how" they will exercise, while the control group survey included a general exercise message. We hypothesized that the implementation intervention would increase exercise behavior while the general exercise message would have no effects on exercise, that earlier stage-of-change exercisers would show greater increases in exercise than late-stage exercisers and that there would be an interaction between the intervention and stage membership such that the intervention would be more effective among firefighters in earlier-stage exercisers. We also hypothesized that the intervention would indirectly decrease sedentary behavior. Negative binomial regression showed that the intervention (p = .03) was a statistically significant predictor of exercise minutes, supporting the first hypothesis. However, using exercise sessions and leisure time as dependent variables, no significant effects were found for the intervention. Thus, hypothesis one was only partially supported by the results. A stronger group-administered implementation intention formation intervention may be more effective in increasing exercise behavior in volunteer firefighters. Participants who self-identified as early-stage exercisers were more likely to increase exercise behavior; however, the effects of stage on behavior change were not significant in any of the analyses, leading to the conclusion that hypothesis two had to be rejected. Further, there was no significant stage-by-intervention interaction in any of the analyses, lending no support to hypothesis three. However, a tendency in the expected direction was detected, suggesting that a low-intensity implementation formation intervention may increase exercise time in early-exercise stage volunteer firefighters more than among late-stage members. In conclusion, this research suggests implementation intention formation influences increased exercise behavior in volunteer firefighters who do not exercise or are not regular exercisers. Future research with a stronger intervention is warranted.

The contextual factors that affect effective Mathematics learner engagement patterns are due to lack of self-regulated learning and enthusiastic volitional use. An active role for Mathematics learners incorporates use of volitional strategies towards knowledge construction. Self-regulated learning is an important factor for effective learning. However the PISA (2004) survey noted the problem of deficits in cross-curricular academic competencies, which included general self-regulatory strategies. The continued poor performance of learners in mathematics in South Africa at different school levels, especially grade 9 calls for different approach to learning. This research argues that enhanced application of volitional strategies is possible and, in fact desirable if learning situations have to promote mathematics achievement in areas with a presence of traditional teaching style. The purpose of this study is to construct volition enhancing self-regulation model to improve grade 9 mathematics learner performance in rural community schools. The model suggests combining precepts from activity theory and constructivist views as basis. The cyclic learning states of pre-action, action or volition control, and pro-action phases emanating from self-regulation sequence of self-monitoring, self-evaluation and self-reflections form the key concept of the volition model. However the sustained view maintains the education system model as proposed by Howe (2004:153) that includes input, processes and output contributing towards mathematics achievement. Hence the volition model considers the characteristics of teacher, implemented curriculum, teaching and instruction among its components to advance an understanding of their influence in mathematics performance. A mixed method research design, in which quantitative and qualitative are combined to achieve the outcomes of the research problem, is chosen for this research study project to provide a purposeful research framework. The finding revealed that the overall Volition Component Inventory (VCI) in pre - / post - and retention tests displayed good reliability, acceptable communality and acceptable construct validity for the VCI questionnaire. The post-test findings using the Univariate Tests of Significance, Effect Sizes, and Powers with partial eta2 values comparing experimental and control groups indicate the intervention effect of high statistical significance suggesting that the educational intervention enhanced mathematics performance. Another findings on how the experimental and control groups compared on learner VCI fields for in pre - / post - and retention tests using Least Square means crossover design model indicate that the enhanced intervention for volition self-efficacy, emotion control, failure control and self-control pressure, energy usage, planning and initiating ability and attention control was of significant main effect. Also the findings between control and experimental group using a three way and nested ANOVA on both learner use of volition strategy use in pre - / post – and retention test indicate pre-test to post-test, a sharp increasing effect of intervention. Hence the results revealed that it is possible to support volition mode of self-regulation competencies and mathematical achievement by self-regulation intervention within regular mathematics lessons of grade 9 learners. Furthermore the findings from the quantitative and qualitative data-analysis and interpretations, and literature review, guided the researcher in proposing a construct for volition enhancement self-regulation model to improve mathematics learner performance in grade 9 rural community schools. In this context, our study adds to research as it realizes that mathematics learning can be directly influenced by combining mathematics related strategies with cross-curricular self-regulation strategies in order to improve learner performance. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

The contextual factors that affect effective Mathematics learner engagement patterns are due to lack of self-regulated learning and enthusiastic volitional use. An active role for Mathematics learners incorporates use of volitional strategies towards knowledge construction. Self-regulated learning is an important factor for effective learning. However the PISA (2004) survey noted the problem of deficits in cross-curricular academic competencies, which included general self-regulatory strategies. The continued poor performance of learners in mathematics in South Africa at different school levels, especially grade 9 calls for different approach to learning. This research argues that enhanced application of volitional strategies is possible and, in fact desirable if learning situations have to promote mathematics achievement in areas with a presence of traditional teaching style. The purpose of this study is to construct volition enhancing self-regulation model to improve grade 9 mathematics learner performance in rural community schools. The model suggests combining precepts from activity theory and constructivist views as basis. The cyclic learning states of pre-action, action or volition control, and pro-action phases emanating from self-regulation sequence of self-monitoring, self-evaluation and self-reflections form the key concept of the volition model. However the sustained view maintains the education system model as proposed by Howe (2004:153) that includes input, processes and output contributing towards mathematics achievement. Hence the volition model considers the characteristics of teacher, implemented curriculum, teaching and instruction among its components to advance an understanding of their influence in mathematics performance. A mixed method research design, in which quantitative and qualitative are combined to achieve the outcomes of the research problem, is chosen for this research study project to provide a purposeful research framework. The finding revealed that the overall Volition Component Inventory (VCI) in pre - / post - and retention tests displayed good reliability, acceptable communality and acceptable construct validity for the VCI questionnaire. The post-test findings using the Univariate Tests of Significance, Effect Sizes, and Powers with partial eta2 values comparing experimental and control groups indicate the intervention effect of high statistical significance suggesting that the educational intervention enhanced mathematics performance. Another findings on how the experimental and control groups compared on learner VCI fields for in pre - / post - and retention tests using Least Square means crossover design model indicate that the enhanced intervention for volition self-efficacy, emotion control, failure control and self-control pressure, energy usage, planning and initiating ability and attention control was of significant main effect. Also the findings between control and experimental group using a three way and nested ANOVA on both learner use of volition strategy use in pre - / post – and retention test indicate pre-test to post-test, a sharp increasing effect of intervention. Hence the results revealed that it is possible to support volition mode of self-regulation competencies and mathematical achievement by self-regulation intervention within regular mathematics lessons of grade 9 learners. Furthermore the findings from the quantitative and qualitative data-analysis and interpretations, and literature review, guided the researcher in proposing a construct for volition enhancement self-regulation model to improve mathematics learner performance in grade 9 rural community schools. In this context, our study adds to research as it realizes that mathematics learning can be directly influenced by combining mathematics related strategies with cross-curricular self-regulation strategies in order to improve learner performance. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Fragen: Es gibt nach h.M. der deutschen Strafrechtswissenschaft drei Vorsatzformen: Absicht, sicheres Wissen und dolus eventualis. Soll unterschiedliche Vorsatzform, ceteris paribus, auch bei der Strafzumessung unterschiedlich bewertet werden? Warum? Methode: Diese Fragen werden in einem interdisziplinären Dialog zwischen Norm und Empirie untersucht. Neben der strafrechtlichen und verfassungsrechtlichen Ausführung bezieht sich diese Arbeit großenteils auf die Erkenntnisse aus den Bereichen Kriminalpolitik, Kriminologie, Psychologie, Verhaltensökonomie und Neurowissenschaft. Zur Auswertung der Erkenntnisse wird großer Wert auch auf Forschungsmethode gelegt. Ergebnisse: Zur ersten Frage: Die Schuldangemessenheit gebietet, unterschiedliche Vorsatzformen bei der Strafzumessung unterschiedlich zu bewerten, wenn sie quantitative oder qualitative beachtliche Unterschiede aufweisen. Zur zweiten Frage: Der in Kapitel 6 erarbeitete Maßstab, Vorsatzformen nach dem Risiko für die Tatbestandsverwirklichung abzustufen, erweist sich als am aussichtsvollsten, sich auf solide Grundlagen der Norm und Empirie zu stützen. Möglichkeiten für Vorsatzabstufung nach diesem Maßstab werden erörtert. Eine klare Antwort bedarf aber einer Anpassung der Vorsatzformen an empirisches Wissen, weil die Studien aus anderen Bereichen den Nuancen von rechtlichen Begriffen nicht genug Rechnung tragen. Ferner wäre eine Vorsatzabstufung nach dem Bedarf einer Straftäterbehandlung, wie in Kapitel 4 gezeigt, erfolgversprechend, sollte die Beziehung zwischen den Vorsatzformen und dem Rückfallrisiko festgestellt werden. Ausblick: Der Verfasser plädiert für eine normativ sowie empirisch fundierte Strafrechtsdogmatik. Das heißt, Strafrechtler sollen empirische Beweise vorbringen, nötigenfalls durch eigene Studien, soweit ihre Argumente empirische Thesen enthalten. Zum Schluss verweist der Verfasser auf die Erforderlichkeit, das Potenzial und die Grenzen dieses Ansatzes und die Herausforderungen auf diesem Weg. / Question: According to the prevailing view of German legal doctrines, there are three severe types of mens rea, collectively referred to as "Vorsatz," i.e., intent, knowledge, and dolus eventualis. This work examined two questions: Should criminal acts committed with different "Vorsatz" types, all other things being equal, be punished differently? Why? Method: This work answered these questions in an interdisciplinary discourse between jurisprudence and empirical research, based chiefly on knowledge from criminal and constitutional law jurisprudence, penal policy, criminology, psychology, behavioral economics, and empirical research methods. Conclusion: To the first question: The proportionality between the penalty and criminal act demands that criminal acts committed with different "Vorsatz" types shall be differently punished if they exhibit considerable qualitative or quantitative differences. To the second question: The state of research, as discussed in Chapter 6, indicated that a gradation of "Vorsatz" types according to the risk they pose for crime completion is the most promising guideline that could enjoy both normative and empirical justifications. Possibilities of "Vorsatz" gradation are suggested. However, revisions of the definition of "Vorsatz" types are prerequisite for all these possibilities, because the studies in other disciplines did not take sufficiently into consideration the nuances of legal notions. On the other hand, a gradation of "Vorsatz" types according to the requirements for successful offender rehabilitation, as shown in Chapter 4, would also be promising if the relation between "Vorsatz" types and recidivism risk could be proven. Prospects: The author called for a criminal legal dogmatics on both normative and empirical bases. It means that criminal law scholars should provide evidence for arguments comprising empirical hypotheses. The necessity, potential, and limitations of this approach and challenge toward it are discussed. / 問題：按照德國刑法學通說，故意有三種類型：意圖、明知、間接故意。假設其他條件相同，不同的故意類型在量刑時是否應做不同評價？ 方法：本文以規範與實證之間的對話來回答上述問題。除了刑法學和憲法學的辯證之外，本文大量援引數個領域的知識，例如刑事政策、犯罪學、心理學、行為經濟學及神經科學。為了適切評析實證知識，也注重實證研究方法的理解。 結果：回答第一個問題：罪刑相當原則要求，若故意類型之間具有量或質的重要差異，便應於量刑時做相應不同的評價。回答第二個問題：第6章提出的標準，亦即按照故意類型所代表的構成要件實現風險來做故意分級，是最有潛力同時具備堅實的規範基礎及實證基礎之標準。本章提出按照此標準來做故意分級的數種可能性。然而，必須先對故意類型的定義略做修改，才能得出明確的答案，這是因為其他領域做的研究不能充分顧及法律概念的細微變化。此外，若有朝一日能釐清故意類型與再犯風險之間的關係，則按照犯罪人矯治的需求來做故意分級，如同第4章所分析，也是很可能成功的。 展望：作者提倡「兼具規範與實證基礎的刑法釋義學」，此意味著，刑法學者應該提出經驗證據來支持自己論述當中的經驗命題，若有需要時，也應自己從事實證研究來達成此事。於論文結尾，作者提示這種研究取徑的必要性、潛力和界線，也指出追求此路徑之際可能面臨的挑戰。