Making Sense of Generative Learning

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(2)

Published: April 26, 2023

Abstract How do learners make sense of what they are learning? In this article, I present a new framework sense-making based on research investigating the benefits and boundaries generative learning activities (GLAs). The distinguishes among three primary modes—explaining, visualizing, enacting—that each serve unique complementary cognitive functions. Specifically, assumes mentally organize simulate material (via visualizing enacting modes) to facilitate their ability generalize explaining mode). evidence from GLAs illustrating how visualizations enactments (instructor-provided and/or learner-generated) can higher quality learner explanations subsequent outcomes. also discuss several barriers that help explain when not effective describe possible ways overcome these by appropriately guiding timing GLAs. Finally, implications for theory practice provide recommendations future research.

Language: Английский

---

Behavioral Intention to Use Mobile Learning: Evaluating the Role of Self-Efficacy, Subjective Norm, and WhatsApp Use Habit

IEEE Access, Journal Year: 2020, Volume and Issue: 8, P. 208058 - 208074

Published: Jan. 1, 2020

This study empirically investigates factors predicting students' behavioral intentions towards the continuous use of mobile learning. Two baseline models namely Technology Acceptance Model (TAM) and Theory Planned Behavior (TPB) with addition habit as an exogenous construct were used for this purpose. The data collected from 171 engineering undergraduates analyzed based on structural equation modeling. results suggest (1) Behavioral intention was positively significantly influenced by learning self-efficacy, attitude, perceived usefulness; (2) Attitude subjective norm, usefulness, self-efficacy; (3) Mobile self-efficacy only ease (4) Habit using WhatsApp did not influence usefulness nor but had a positive significant relationship self-efficacy. Nonlinear relationships also observed between use, norm nonlinear findings indicate that these constructs, which previously reported linear, are prone to saturation warrants further investigation. Our stipulate practical reference higher educational institutions targeting practice undergraduates.

Language: Английский

---

Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning

Metacognition and Learning, Journal Year: 2022, Volume and Issue: 17(3), P. 773 - 791

Published: May 16, 2022

Language: Английский

---

Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?

Journal of Intelligence, Journal Year: 2022, Volume and Issue: 10(4), P. 127 - 127

Published: Dec. 16, 2022

Cognitive psychology research has emphasized that the strategies are effective and efficient for fostering long-term retention (e.g., interleaved study, retrieval practice) often not recognized as by students infrequently used. In present studies, we use a mixed-methods approach challenge rhetoric entirely unaware of learning strategies. We show whether being asked to describe used poor-, average-, high-performing (Study 1) or judge vignettes using different 2), participants generally readily able identify strategies: they were recognize efficacy explanation, pretesting, interpolated practice, even some interleaving. Despite their knowledge these strategies, still unlikely report themselves. Studies 2 3, also explore reasons why might know effective. Our findings suggest interventions improve learners' strategy focus less on teaching them about what is more increasing self-efficacy, reducing perceived costs, establishing better habits.

Language: Английский

---

Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(2)

Published: March 27, 2023

Abstract Desirable difficulties are learning conditions that often experienced as effortful, but have a positive effect on results and transfer of knowledge skills (Bjork & Bjork, 2011; 1994). Learners do not appreciate the beneficial effects desirable difficulties, negative experiences high effort perceived low make them resistant to engage in (Biwer et al., 2020a). This ultimately limits outcomes academic achievement. With increasing emphasis self-regulation education, characterized by higher learner agency abundant choices what, when, how study, field educational psychology is need theoretical empirically testable assumptions improve desirably difficult with aim foster abilities, outcomes, Here, we present framework describes support when engaging difficulties: “Start Stick Difficulties (S2D2)” framework. The builds Effort Monitoring Regulation model (de Bruin 2020). this (1) describe evidence for central role (dis)engagement (2) review on, provide an agenda research learners’ self-regulated use help start persist feels tough, actually effective.

Language: Английский

---

Study smart – impact of a learning strategy training on students’ study behavior and academic performance

Advances in Health Sciences Education, Journal Year: 2022, Volume and Issue: 28(1), P. 147 - 167

Published: Aug. 23, 2022

Abstract Recent research shows the importance to teach students self-regulated use of effective learning strategies at university. However, effects such training programs on students’ metacognitive knowledge, strategies, and academic performance in longer term are unknown. In present study, all first-year pharmacology from one university attended a strategy program, i.e., ‘Study Smart program’, their first weeks. The 20% (n = 25) lowest scoring midterm received further support regarding strategies. Results showed that gained accurate knowledge about (in)effective short- long-term reported less highlighting, rereading, but more interleaving, elaboration, distributed practice after program. Academic was compared prior cohort, which had not Study While previous top, middle, bottom rank 1 stayed these ranks still differed significantly final exam, cohort program improved throughout year differences between were reduced. A including remediation track for lower performing can thus study effectively enhance equal chances

Language: Английский

---

Self-regulatory processes within and between diverse goals: The multiple goals regulation framework

Educational Psychologist, Journal Year: 2023, Volume and Issue: 58(2), P. 70 - 91

Published: Jan. 26, 2023

As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving array academic as well social and well-being goals. Nevertheless, prominent self-regulated learning models limited explaining guiding how can context Hence, we developed regulation framework that reconceptualizes establish, pursue, adapt We illustrate specific processes (e.g., goal prioritizing, shielding, switching) engage both within between The new contributes literature three main ways. First, challenge traditional conceptualization effective focuses on persistent a single without considering interdependent nature Second, facilitate sustainable adaptive cycle self-regulatory by highlighting importance navigating negotiating nonacademic Finally, our effort offers more inclusive understanding students' lived experiences acknowledging diverse set closely attached their cultural identities.

Language: Английский

---

Mutual implications of procrastination research in adults and children for theory and intervention

Nature Reviews Psychology, Journal Year: 2024, Volume and Issue: 3(9), P. 589 - 605

Published: July 30, 2024

Language: Английский

---

College students' grit, autonomous learning, and well‐being: Self‐control as a mediator

Psychology in the Schools, Journal Year: 2022, Volume and Issue: 60(1), P. 53 - 77

Published: June 15, 2022

Abstract Objective(s) To use self‐control and self‐determination theories in a grit model with as mediator of autonomous learning well‐being. Method A cross‐sectional online survey using convenience sampling approach was employed to recruit 511 university students (70.6% female) an average age 25. Results Grit positively related self‐control, learning, grade point (GPA). Additionally, had mediated effect on the relationship between Conclusions Findings offer insights role enhancing GPA among gritty students. Implications are also offered for research practice higher education settings.

Language: Английский

---

Does adolescents’ social anxiety trigger problematic smartphone use, or vice versa? A comparison between problematic and unproblematic smartphone users

Computers in Human Behavior, Journal Year: 2022, Volume and Issue: 140, P. 107602 - 107602

Published: Dec. 5, 2022

Language: Английский

---