From thought to action: Effects of process- versus outcome-based mental simulations on performance

Mental simulations enhance the links between thought and action. The present research contrasted mental simulations that emphasize the process required to achieve a goal versus the outcome of goal achievement. For 5 to 7 days pier to a midterm examination, college freshmen mentally simulated either the process for doing well on the exam (good study habits) or simulated a desired outcome (getting a good grade) or both. A self-monitoring control condition was included Results indicated that process simulation enhanced studying and improved grades; the latter effect was mediated by enhanced planning and reduced anxiety. Implications of process and outcome simulations for effective goal pursuit are discussed.