Self‐regulated studying behavior, and the social norms that influence it

Eyink, Julie; Motz, Benjamin; Heltzel, Gordon; Liddell, Torrin M.

doi:10.1111/jasp.12637

Cited by 12 publications

(7 citation statements)

References 72 publications

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“…According to Eyink et al (2019), the positive relationship between subjective norms and intention exists because societal pressure and the intrinsic need to fit in have an impact on individual behaviour. This could be because Malaysian cultures are more concerned with what others think of them because they are collectivistic rather than individualistic (Hofstede Insights, 2017).…”

Section: Resultsmentioning

confidence: 99%

Understanding Household’s Intention of Recycling Clothes: An Extension of TPB with Lack of Facilities and Social Media Usage

Ney

Karunagara

Praveen

et al. 2022

IJOMFA

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This research note addresses the gap in the household’s intention to recycle clothes in the Malaysian context. It examines the intention of recycling clothes by integrating lack of facilities and social media usage into The Theory of Planned Behaviour (TPB) framework. An online survey was developed and distributed throughout Malaysia via social media platforms, and data was collected from 148 respondents. They were then screened and analysed. Subjective norms, perceived behavioural control, and social media usage positively impacted the intention, and the lack of facilities negatively impacted intention. This study offers insights into the literature and responds to the call to investigate household intention to recycle clothes.

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Section: Resultsmentioning

confidence: 99%

Understanding Household’s Intention of Recycling Clothes: An Extension of TPB with Lack of Facilities and Social Media Usage

Ney

Karunagara

Praveen

et al. 2022

IJOMFA

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“…Smyth and colleagues have studied the influence of norms in university education (Smyth, Chandra, & Mavor, 2018;Smyth, Mavor, & Platow, 2017;Smyth, Mavor, Platow, Grace, & Reynolds, 2015), showing that perceived learning norms of peers and educators affect student learning behaviours: if students believe that their peers and educators favour learning for understanding rather than just memorising, they are more likely to engage in learning for understanding themselves. Similarly, sending students a normative message where staff recommended spending more time on lesson activities (versus a control message) led to an increase in the amount of time spent on lesson activities and to a higher quiz score (Eyink et al, 2020). To our knowledge, there is no literature about the social norms surrounding the use of lecture recordings, and bridging this gap is one of the key aims of this study.…”

Section: Social Normsmentioning

confidence: 96%

Attitude and Peer Norm Predict How Students Use Lecture Recordings

Banas¹,

Thejll-Madsen²,

Tobar-Henríquez³

et al. 2022

Preprint

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The use of research recordings in higher education is increasing, and so is the amount of research on this topic. Recent work focuses on how students use lecture recordings, and how the use mode is associated with demographic and psychological, as well as academic outcomes. A key distinction is between using lecture recordings as a substitute to attending live lectures (watching instead of attending; usually undesirable) and using them as a supplement to attending live lectures (watching in addition to attending; usually desirable). This study examined the demographic and psychological variables associated with attending live lectures, and with the use of lecture recordings as a substitute or supplement. Using data gathered in a large introductory psychology course (n=212), we found that students had a positive attitude and perceived a positive social norm towards all three behaviours. Their perception of lecturer norm was more nuanced, with substitution perceived to be the least accepted by lecturers. Generally, the more positive the students’ own attitude and the perceived peer norm towards the focal behaviour, the more likely students were to engage with lectures in that particular way. However, the effect of the student and lecturer norms often depended on the student’s level of identification with others on the course. These findings suggest that attitudes and social norms may be useful targets for educational interventions promoting the use of lecture recordings as a supplement rather than substitute. Study materials, data and analysis code are available online at https://osf.io/tgp8j/?view_only=7697958bb8df455fba205a94f0e1a9bd.

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“…For example, Huang et al (2021) showed that presenting information about peers' on-time assignment completion positively influenced learners' on-time assignment submission rate. Eyink et al (2020) reported that displaying other students' learning activities made learners do more practice before exams. Table 1 summarises the studies on peer influence in online learning contexts.…”

Section: Peer Influence In Online Learningmentioning

confidence: 99%

Engaging learners in online learning without external incentives: Evidence from a field experiment

Zhang,

Yi,

Zhang

2023

Information Systems Journal

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Online learning platforms increase opportunities for learners to participate in learning out of interest, without any external incentives such as fulfilling requirements for degree programmes or certificates. However, such forms of online learning often suffer from low sustained learning engagement. Building on theories related to normative influences, this study extends the literature by focusing on the effect of peer information on learning engagement and outcomes in an online learning setting without external incentives. A field experiment was conducted through a leading massive open online course platform in China, and information interventions were manipulated in social media groups associated with the course. Surprisingly, the results revealed that the presence of peers' active learning behaviour information did not always lead to enhanced learning engagement. Specifically, it had a positive influence only when question intervention was applied, that is, when the learners were also presented with questions related to the course content prior to learning. Moreover, question intervention alone was effective in enhancing learning engagement. Our results also showed that the learners with question interventions were more likely to pay attention to their peers' behaviour and align their learning pace with that of their peers. Implications for theory and practice are discussed.

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Self‐regulated studying behavior, and the social norms that influence it

Cited by 12 publications

References 72 publications

Understanding Household’s Intention of Recycling Clothes: An Extension of TPB with Lack of Facilities and Social Media Usage

Understanding Household’s Intention of Recycling Clothes: An Extension of TPB with Lack of Facilities and Social Media Usage

Attitude and Peer Norm Predict How Students Use Lecture Recordings

Engaging learners in online learning without external incentives: Evidence from a field experiment

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