Nur vertiefen oder auch wiederholen? Differenzielle Verläufe kognitiver Lernstrategien im Semester

Naujoks, Nick; Händel, Marion

doi:10.1007/s42010-019-00062-7

Cited by 5 publications

(6 citation statements)

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“…Our findings hint at the possibility that manipulations of the temporal distance of goals (real or perceived) might not only increase study motivation but may also reduce the frequency of motivational conflicts. However, our findings also suggest that such interventions can potentially come at the cost of increased conflict intensity and superficial learning (Deci, 1971;Naujoks & Händel, 2020;Vansteenkiste et al, 2005). A more robust approach to enhancing students' study motivation while minimizing the probability of motivational conflicts might be framing an exam in a way that encourages beneficial forms of study motivation (e.g., Jackson, 2002), which would also help to further reduce the frequency and intensity of motivational conflicts before exams (Hofer & Fries, 2016).…”

Section: Potential Practical Implicationsmentioning

confidence: 80%

“…As exams are externally imposed on students, they seem generally more likely to increase detrimental forms of motivation in most students by undermining more beneficial study motivation due to an overjustification or corruption effect (Amabile et al, 1976;Burgess et al, 2004;Deci, 1971;Tang & Hall, 1995). In fact, students tend to switch to more superficial learning strategies toward the end of the semester which can be seen as an indicator for more detrimental study motivation (e.g., Deci, 1971;Naujoks & Händel, 2020;Vansteenkiste et al, 2005). According to this line of thought, the increased probability of study activities we observed would be driven by more detrimental forms of motivation, which seems compatible with the notion of "cramming" before exams (e.g., Howell et al, 2006;Taraban et al, 1999).…”

Section: What Is the Nature Of Increasing Study Motivation Over Time?mentioning

confidence: 99%

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Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts

et al. 2021

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University students’ study motivation in a particular moment is shaped by contextual factors such as upcoming exams and conflicts between different action tendencies. We investigated how these two contextual factors are related. Based on the theoretical assumption that students’ in-the-moment study motivation increases relative to their motivation for other activities as exams approach, we investigated how students’ study activities and their experience of motivational action conflicts develop when exams come closer in time. Using the experience sampling method, we tracked the in-situ activities and conflict experience of 134 first-semester university students over one week and a total of 4995 measurement points just before exams. Multilevel logistic regression revealed that the probability to study increased by 13.9% and the probability to experience a motivational conflict decreased by 17.5% each day the exam came closer in time. Multilevel regression showed that motivational conflicts were more intense the closer the exam was in time. Students were generally less likely to experience conflicts while studying and experienced more intense conflicts when the conflicting activity was study related. We discuss that both multiple goals and the temporal distance of relevant events should be considered as relevant contexts shaping the situated motivation of university students.

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Section: Potential Practical Implicationsmentioning

confidence: 80%

Section: What Is the Nature Of Increasing Study Motivation Over Time?mentioning

confidence: 99%

Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts

et al. 2021

View full text Add to dashboard Cite

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“…Because previous findings regarding changes in the usage of surface and deep learning strategies over time are rather ambiguous (e.g., Zusho et al, 2003 ; Naujoks and Händel, 2020 ) and we had no firm basis to formulate theoretical expectations, we test them without assumed directionality:…”

Section: The Present Studymentioning

confidence: 99%

“…There is, again, only little empirical research on how students’ use of learning strategies changes over actual passing time that has so far produced ambiguous findings. Studies by Enders and Weinzierl (2017) over one semester and Naujoks and Händel (2020) over nine weeks found that students tend to use less deep learning strategies and more surface strategies as an exam comes closer in time. In contrast, Zusho et al (2003) found that cognitive surface learning strategies decreased over 15 weeks, while deep learning strategies both increased (organization) and decreased (elaboration) and that trajectories varied with students’ achievement level.…”

Section: Introductionmentioning

confidence: 99%

Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach

Capelle,

Senker,

Fries

et al. 2023

Front. Psychol.

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IntroductionRecent research has emphasized that achievement motivation is context-sensitive and varies within individual students. Ubiquitous temporal landmarks such as exams or deadlines are evident contextual factors that could systematically explain variation in motivation. Indeed, research has consistently found that university students increase their study efforts as exams come closer in time, indicating increasing study motivation. However, changes in study motivation for a specific exam as it comes closer have rarely been investigated. Instead, research on developmental changes in expectancy and value beliefs has consistently founds that achievement motivation declines over a semester. Surprisingly, declining motivation thus apparently coincides with increasing study efforts for end-of-semester exams.MethodsThe present research investigates this apparent contradiction by assessing how exam-specific motivation and study behavior change under equal methodological conditions as an exam draws closer. Using parallel growth curve models, we examine changes in expectancy-value beliefs, performance approach and avoidance motivation and study behavior as well as motivational want- and should-conflicts among 96 students over eight weekly measurement points.Results and discussionResults show that students study more for their exam as it comes closer and increase their use of surface learning strategies more rapidly than their use of deep learning strategies. However, even exam-specific expectancy and attainment value beliefs decline while performance-avoidance motivation increases over time, indicating that students increasingly study out of fear to fail as exams come closer. Consistent with these findings, students’ experience of should conflicts decreases while their want conflicts increase over time. We discuss several possible mechanisms underlying our findings in addition to potential theoretical consequences and suggest future research opportunities to better understand students’ changes in situative motivation and study behavior in the context of temporal landmarks.

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“…For this purpose, we recommend the additional implementation of regular learning diaries together with the practice tests. Ideally, students should regularly participate in practice tests, use meaningful and effective learning strategies, and distribute their learning time evenly over the semester (Naujoks & Händel, 2020). Additionally, it is necessary to extend the knowledge about students' post-processing of the practice tests to understand how they regulate their learning after working on the tests.…”

Section: Limitations and Implications For Future Studiesmentioning

confidence: 99%

Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy

Naujoks

Harder

Händel

2022

Metacognition Learning

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Two studies investigated the testing effects on performance and on metacognitive judgment accuracy in authentic learning settings. Across two educational psychology courses, undergraduate students had the opportunity to voluntarily participate in four different practice tests during the term—without feedback in Study 1 (N = 201 students) or with individual corrective feedback in Study 2 (N = 111 students). Across studies in real classroom settings with and without feedback, regression analyses indicated that a higher number of taken practice tests were related to higher performance in the final course exam and to two scores of metacognitive judgment accuracy (absolute accuracy and sensitivity). However, students’ preparation and post-processing practice tests, their perceived usefulness of tests for monitoring one’s performance, and metacognitive specificity differed depending on whether students received feedback or not. Overall, the studies convey considerable evidence on how participation in practice tests is related not only to performance but also to monitoring accuracy in authentic learning settings.

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Nur vertiefen oder auch wiederholen? Differenzielle Verläufe kognitiver Lernstrategien im Semester

Cited by 5 publications

References 46 publications

Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts

Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts

Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach

Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy

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