. 2020 Jun 15;117(26):14900–14905. doi: 10.1073/pnas.1921417117

Table 1.

Comparison of intervention results from prior research and this research for comparable interventions and subgroups of students

Intervention	Subpopulation	Prior result	Present result
Plan-making (long-term)	Committed English-fluent students	β = 3.9 pp, χ²₍₁₎ = 5.2, P = 0.023, n = 2,053 (3 courses)	Year 1: β = 0.19 pp, t = 0.43, P = 0.670, n = 26,586
Plan-making (long-term)	Committed English-fluent students	β = 3.9 pp, χ²₍₁₎ = 5.2, P = 0.023, n = 2,053 (3 courses)	Year 2: β = −0.23 pp, t = −0.33, P = 0.741, n = 10,372
Value-relevance	Students in less-developed countries in courses with a global gap	Study 1: β = 3.4 course activities, z = 2.82, P = 0.005, n = 227	Year 1: β = 2.79 pp, t = 3.68, P < 0.001, n = 5,974
Value-relevance		Study 2: β = 24 pp, z = 2.26, P = 0.024, n = 64	Year 2: β = 2.74 pp, t = 2.22, P = 0.026, n = 2,712
Mental contrasting with implementation intentions	Students in individualistic countries	Study 1: β = 1.8 pp, z = 2.35, P = 0.019, n = 4,628	Year 2: β = 0.25 pp, t = 0.44, P = 0.662, n = 12,879
Mental contrasting with implementation intentions	Students in individualistic countries	Study 2: β = 3.9 pp, z = 2.41, P = 0.016, n = 3,248	Year 2: β = 0.25 pp, t = 0.44, P = 0.662, n = 12,879

Note that there are several differences between the prior and present research in terms of the implementation of intervention instructions and sample exclusion criteria. Effects denote percentage point (pp) increases in course completion except where noted.