Using the disequilibrium theory in behavior change projects on homework and social media usage
Cutting social media below usual levels can nudge college students toward slightly more homework.
01Research in Context
What this study did
College students tracked their own homework and social media for two weeks. Then they set a daily cap that kept social media use below their baseline.
The researchers watched if homework time went up when social media went down.
What they found
Most students did a bit more homework when their phones were capped. The jump was small and could have been chance.
Social media use dropped a lot and stayed down.
How this fits with other research
Armshaw et al. (2022) built the class project shell that de Merlier copied. The 2022 paper showed in-class feedback helps students spot ABC chains better.
Flory et al. (1974) also lifted college work output, but they used hard deadlines and the gain was huge. Same age group, same goal, different lever.
Whiting et al. (2025) nudged students with a five-minute poll and got a 12% jump in class log-ins. All three studies show tiny tweaks can move college behavior, yet the size of the move depends on the tweak.
Why it matters
If a client complains that TikTok eats study time, you can test a daily cap together. Track homework minutes for one week, set a phone limit the next, and keep score. The change may be modest, but the self-management practice is gold.
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Help your client set a daily screen cap 10% under last week’s average and chart homework minutes.
02At a glance
03Original abstract
AbstractThe disequilibrium theory suggests restricting a behavior below baseline levels will induce response deficit and make that behavior a more impactful reinforcer. This reinforcement principle was incorporated into a behavior change project for eight students, where the instrumental behavior was homework, and the contingent behavior was social media (SM) access. Students self‐selected their level of SM access deficit and completed both a baseline and treatment phase during the first 8 weeks of an undergraduate learning and behavior course. Most students increased daily homework rates during treatment relative to baseline, although the average increase was not statistically significant. Daily SM rates were significantly decreased during treatment relative to baseline, which was evidence of response deficit. Students rated the behavior change project high on most social validity measures. These results indicate that behavior change projects based on the disequilibrium theory are a viable way to induce changes in socially significant behaviors.
Behavioral Interventions, 2024 · doi:10.1002/bin.2018