Date Approved

9-8-2026

Embargo Period

9-8-2026

Document Type

Thesis

Degree Name

M.A. Clinical Psychology

Department

Psychology

College

College of Science & Mathematics

Advisor

Danielle Arigo, Ph.D.

Committee Member 1

Tenelle Porter, Ph.D.

Committee Member 2

Steven Brunwasser, Ph.D.

Disciplines

Psychology | Social and Behavioral Sciences

Abstract

Engaging in healthy behaviors early in life is crucial for preventing noncommunicable diseases such as type 2 diabetes, cancer, and heart disease. College is an optimal period to establish these habits, yet students often engage in poor dietary and physical activity practices; thus, identifying effective health behavior change techniques for this population is essential. Social comparisons are known to influence health behaviors, yet no research has tested comparison instructions as a behavior change technique, particularly identification versus contrast with upward and downward targets. Using a preregistered protocol (https://osf.io/z29en), we tested whether guiding college students (N=664) to identify with or contrast against an upward (healthy) or downward (unhealthy) peer target differentially affects affect, motivation, and behavioral choices. Vignettes successfully induced comparisons in the intended directions (ps< 0.05), though instructional prompts only partially directed attention to similarities versus differences. Contrary to hypotheses, comparison condition produced no differential effects on affect response, motivation, or behavioral selections (ps>0.05), suggesting a single brief exposure may be insufficient to influence these outcomes. Findings suggest text-based manipulations can shape comparison experiences, though additional mechanisms (e.g., perceived control, self-regulation) may strengthen intervention effectiveness.

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