1.Introduction
Intervention Objective:
To explore whether a customized daytime rhythm can reduce the reliance on nighttime freedom and whether other alternative methods can be used to compensate for the psychological deprivation during the day.
The reason for choosing the experimental subjects:
My stakeholders are divided into two groups: students aged 20 to 24 and young workers aged 24 to 28.This intervention will involve two groups, as both students and workers have a perception of a lack of control during the day, and both groups meet the conditions I want to explore.
Intervention idea：
In the interview of the intervention “Daily Rhythm Perception Record Card”, one participant talked to me about having their daily time highly controlled, feeling that they had lost a sense of control and sovereignty, and being confused about their personal identity. Therefore, I wonder if people could make up for the psychological deficiency during the day by trying to plan their schedules and give themselves the identities they want.
Theoretical basis：
- Self-determination theory → why choosing daytime activities can enhance a sense of control
Deci, E.L. and Ryan, R.M., 2000. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), pp.227–268.
“Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. ”The article points out that human motivation is closely related to the satisfaction of three major psychological needs (autonomy, sense of ability, and sense of relationship).
Application to Self-control schedule Intervention: By actively planning schedules and activities during the day, autonomy and a sense of control can be enhanced, thereby reducing reliance on “revenge” behaviors at night.
2.Perceived Control of Time→ The relationship between a sense of control and alleviating Revenge Bedtime Procrastination
Macan, T.H., Shahani, C., Dipboye, R.L. and Phillips, A.P., 1990. College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), pp.760–768.
“The Time Management Behavior Scale consists of 4 relatively independent factors; the most predictive was Perceived Control of Time. Students who perceived control of their time reported significantly greater evaluations of their performance, greater work and life satisfaction, less role ambiguity, less role overload, and fewer job-induced and somatic tensions. ”Individuals with a strong sense of time control are more likely to form healthy living habits and have a higher subjective sense of well-being.
Application to Self-control schedule Intervention: Through personalized scheduling, participants’ sense of time control can be enhanced, thereby reducing procrastination compensation behavior in the evening.
3.Behavior Substitution→ How does alternative satisfaction reduce compensatory behavior at night
Patey, A.M., Grimshaw, J.M. and Francis, J.J., 2023. The big six: Key principles for effective use of behavior substitution in interventions to de-implement low-value care. JBI Evidence Implementation, 21(3), pp.233–239. https://doi.org/10.1097/XEB.0000000000000334
“Behavior substitution, a strategy whereby an unwanted behavior is replaced with a wanted behavior, thereby making it hypothetically easier to reduce or stop the unwanted behavior.”
Application to Self-control schedule Intervention:The article points out that desired behaviors can replace unwanted ones. Therefore, I believe that positive and healthy behaviors can replace unhealthy ones at night. Self-planning the daytime schedule can enable participants to gain a sense of satisfaction in a positive way, replacing the behavior of staying up late
2.Experiment Design
3.Self-Control Schedule——Daily Plan Card Analysis Report
Experimental method:
Participants fill out the “Personalized Daily Plan Card”. At any time of the day, they can choose their own source of satisfaction (such as singing, drawing, or watching dramas). Participants can also try a self-selected “identity task” that is not related to their main job.
-Do I feel like I’m in control of my life?
-Before going to bed, reflect on whether I have already gained my own time today?
Verifiable questions:
-Can actively planning during the day enhance a sense of control and reduce staying up late?
-Can alternative satisfaction behaviors weaken the desire to stay up late at night?
Conclusion:
- Can actively planning during the day enhance a sense of control and reduce staying up late?
The intervention data shows that participants who structured their day with clear priorities and scheduled “My Time” activities reported a higher sense of control (ratings between 7–8 out of 10). In Case 3, despite rating control as 7, the participant still went to bed at 2 a.m. due to perceiving the “My Time” activity (watching a movie) as work-related rather than purely personal.In Case 4, the participant rated control as 8 and noted that completing tasks as planned reduced procrastination and improved daily efficiency, although habitual staying up late remained a factor.
Conclusion: Active planning does increase perceived control,but its impact on bedtime is moderated by whether the personal time is truly enjoyable and disconnected from obligations.
2.Can alternative satisfaction behaviors weaken the desire to stay up late at night?
When “My Time” activities were meaningful and leisure-focused (e.g. walking), participants expressed greater satisfaction and a reduced tendency to delay bedtime.
Conclusion: Alternative satisfaction behaviors can reduce the motivation to stay up late, but only if they are distinctly non-work-related, emotionally fulfilling, and perceived as genuine personal time.
Summary:
Raised self-awareness of time use; improved task completion efficiency.But habitual night-time behavior patterns still persist.
How to get in touch with stakeholders and participate：
Intervention form: one-on-one offline interviews
In this experiment, I invited four participants to conduct offline interviews with me. After the participants filled out the forms, I conducted interviews with them.All offline interviews with each participant were video-recorded (faces were not shown as requested by the participants). After each participant’s document, I made key points of the interview content and attached the participant consent form.
The following are the forms filled out by each participant and their participation records（video）：
videos link:（The first half of the video is my introduction to this intervention, confirming its purpose and content. The second half asks the participants about their daily plans and their feelings about this intervention)
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