It is well known that norms influence behavior. Beyond simply shaping what people do, we argue that norms constrain what behaviors even come to mind as options, effectively excluding counternormative behaviors from consideration. We test this hypothesis across five primary and multiple supplementary studies using diverse methods (Ntotal = 5,488). In Study 1, people reported that behaviors that were counternormative in a situation, even behaviors that could satisfy a motivational drive, were far less likely to come to mind and less desirable than behaviors that were norm-consistent. Going beyond self-report measures, Studies 2a–2c found that people even misrepresented norm-violating behaviors as “impossible,” suggesting they are not considered. Using a change-blindness paradigm, Study 3 found that people were less likely to track changes in goal-relevant objects that would be counternormative (vs. normative) to engage with. Studies 4 and 5 explored implications for problems of temptation and self-control. Study 4 found that members of a clinical population striving to eat healthier reported that the very same unhealthy but tasty food items would be less tempting and would trigger less self-control conflict if they encountered the food in a context where its consumption would be counternormative (vs. normative). Study 5, a field study, shows that introducing a norm prohibiting laptop use in class reduced students’ temptation to multitask (as well as actual multitasking) over the term, whereas encouraging individual self-control did not. Discussion addresses how norms can be harnessed to lighten the burdens of temptations and help people achieve their goals.

Background Introductory psychology courses provide a unique opportunity to educate students in ways that can inform how they will address major issues of the day. Objective: We tested whether an integrative, last-day-of-class activity in which students applied pertinent psychological theories to climate change would empower students to address this issue. Method: Across multiple introductory psychology courses, pre- and post-course assessments (Study 1) and a comparison to a control classroom condition (Study 2) were used to evaluate changes in students’ climate change efficacy beliefs and intentions to act. Results: Students who experienced the activity were more likely to (1) believe their actions could make a difference in mitigating climate change and influence others to follow suit, (2) show increased intentions to adopt sustainable behaviors and take political action to address climate change, and (3) see psychology as relevant to solving societal issues like climate change. Conclusion Having students connect psychology to solving climate change led students to feel more empowered to address this global challenge. Teaching implications: This classroom activity could readily be scaled up to thousands of introductory psychology courses around the world every year, connecting psychology to a major issue of our time and potentially mobilizing students to action.