Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention

Breitwieser, Jasmin; Neubauer, A.; Schmiedek, Florian; Brod, Garvin

doi:10.1016/j.learninstruc.2021.101560

Cited by 16 publications

(13 citation statements)

References 77 publications

(13 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several research results have examined self-regulation and its relationship and its impact on motivation and learning outcomes, among others [33][34] [35] [36]. The same findings explain that students who have attended self-regulated learning training have higher academic performance than groups who have not attended the training [37]; self-regulation is significantly related to academic achievement [38]; self-regulation is beneficial for student learning and has a positive effect on learning outcomes [39]; self-regulation is positively related to social competence, school involvement, and academic performance [40]; and self-regulation is a dominant predictor of reading comprehension and problem solving [41].…”

Section: Introductionmentioning

confidence: 99%

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

Wahyuddin¹

2022

Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

Wahyuddin¹

2022

Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia

View full text Add to dashboard Cite

“…We used existing data from a larger project that tested the effectiveness of a self-regulation intervention (see Breitwieser et al, 2021 1 ). Students in the intervention group received prompts to form an implementation intention throughout a 40-day intervention period, whereas students in the control group did not receive any prompts.…”

Section: Methodsmentioning

confidence: 99%

“…We outline the variables that we used in the present study below. A detailed overview of the ambulatory assessment procedure and variables assessed in the prestudying and poststudying questionnaires can be found in Breitwieser et al (2021).…”

Section: Methodsmentioning

confidence: 99%

Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety

2022

Self Cite

View full text Add to dashboard Cite

Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students’ level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students’ knowledge level as assessed in the mock exams or during the exam-preparation phase. Leveraging additional ambulatory assessment data from the exam-preparation phase, we found that high trait test anxiety predicted smaller gains in knowledge over the exam-preparation phase. Taken together, these findings are incompatible with the hypothesis that test anxiety interferes with the retrieval of previously learned knowledge during the exam.

show abstract

“…The present study was part of a larger project that included a self-regulation intervention (see Breitwieser et al, 2021). Two thirds of the students received self-regulation prompts on half of the days of the study period.…”

Section: Methods Participantsmentioning

confidence: 99%

The interplay of motivation and volitional control in predicting the achievement of learning goals: An intraindividual perspective.

Breitwieser¹,

Brod²

2022

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

Self-regulated learning can be conceptualized as the pursuit of learning goals by means of self-initiated control processes. Models of self-regulated learning postulate that goal-directed processes unfold within individuals from motivational states through volitional-control processes to goal achievement. Thus far, this hypothesis has mostly been tested with cross-sectional data, which cannot capture intraindividual processes. In contrast, the present study used a combination of intensive longitudinal questionnaire data and logfile data to capture intraindividual processes that lead to goal achievement. We tested medical students (N = 227) who prepared for a high-stakes exam on a digital learning platform. Students provided daily self-reports of their motivation and volitional control over 40 days. In line with our hypothesis, we found that volitional control functioned as a mediator between intraindividual changes in motivation and goal achievement. However, this was not true for all motivational constructs. While the effect of self-efficacy beliefs on goal achievement was fully mediated by volitional control, there were no substantial indirect effects for interest, expectancy of success, and value of success via volitional control. No indirect effects were observed based on interindividual differences. Our findings thus suggest that different motivational sources affect goal achievement in different ways, not all of which involve volitional control. The findings further highlight the importance of using intensive longitudinal data to examine the proposed intraindividual interdependencies in self-regulated learning.

show abstract

Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention

Cited by 16 publications

References 77 publications

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

The Influence of Self-efficacy and Self-regulation on Motivation and Learning Achievement

Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety

The interplay of motivation and volitional control in predicting the achievement of learning goals: An intraindividual perspective.

Contact Info

Product

Resources

About