An interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency under a blended setting DOI Creative Commons

Yongkang Wang,

Pengfei Chen

Asian-Pacific Journal of Second and Foreign Language Education, Journal Year: 2024, Volume and Issue: 9(1)

Published: Jan. 15, 2024

Abstract The primary objective of this study is to enhance the English language proficiency undergraduate students pursuing bachelor's degree programs. This achieved through development a mandatory course based on Interest-driven creator (IDC) principles within blended learning environment. IDC was implemented over 16-week period, consisting 16 lessons, at private college in China. To evaluate impact course, quasi-experimental design employed analyse outcomes. performance two groups, experimental group (EG) and control (CG), assessed using Exam (standardized according CEFR) as both pretest posttest measure. Additionally, semi-structured interview conducted gather valuable insights into students' experiences. findings indicate that approach effectively improved listening speaking.

Language: Английский

The challenge of change: understanding the role of habits in university students’ self-regulated learning DOI Creative Commons
Louise David, Felicitas Biwer, Rik Crutzen

et al.

Higher Education, Journal Year: 2024, Volume and Issue: unknown

Published: April 10, 2024

Abstract Study habits drive a large portion of how university students study. Some these are not effective in fostering academic achievement. To support breaking old, ineffective and forming new, study habits, an in-depth understanding what students’ look like they both formed broken is needed. Therefore, this study, we explored aspects among first-year six focus group discussions ( N = 29). Using thematic analysis approach, clustered the data five themes: Goals Matter , Balancing Perceived Efficiency Effectiveness when Studying Navigating Student Life: from Structured Routines to Self-Regulation Challenges Quest for Effective Habits with Trying Break Free From Screen as subtheme, Motivation Roller Coaster . Findings suggest that had different depending on their goals. Students quite accurate metacognitive knowledge about learning strategies long-term learning, but often used other deemed most efficient reaching indicated intentions change, did prioritize change current enabled them pass exams was perceived adding value. Fluctuations motivation transitioning self-regulated life hampered form new break old habits. Next insights into factors affecting behavioral intentions, findings importance aligning assessment methods life-long supporting goal setting which target lasting optimally foster learning.

Language: Английский

Citations

4
Instruction meets experience: Using theory- and experience-based methods to promote the use of desirable difficulties DOI Creative Commons
Erdem Onan, Felicitas Biwer, Wisnu Wiradhany

et al.

Learning and Instruction, Journal Year: 2024, Volume and Issue: 93, P. 101942 - 101942

Published: July 20, 2024

In higher education, students often avoid desirably difficult learning strategies, such as interleaved practice, thereby limiting their outcomes. We studied why (under)utilize practice and whether an intervention that combines theory- experience-based support can improve immediate delayed strategy decisions. Higher education (N = 120) from the Prolific participant pool were recruited. They randomized into four conditions: Theory-based support, full-treatment, no support. The theory-based was refutations challenged students' erroneous beliefs about strategies warned them inaccurate monitoring of effort learning. metacognitive prompts in form visual feedback. This prompt showed development perceived across time. Pre-intervention use 18%. Students experienced more low learning, at least initially, when using although actual enhanced. Full-treatment increased significantly compared to other From 24% 88% 20% 70%, respectively. Yet, necessary sufficient condition for this improvement. Refutations a strong improves self-regulated delayed-transfer tasks. But, are key ingredient

Language: Английский

Citations

4
Why students do (or do not) choose retrieval practice: Their perceptions of mental effort during task performance matter DOI Creative Commons
Luotong Hui, Anique B. H. de Bruin, Jeroen Donkers

et al.

Applied Cognitive Psychology, Journal Year: 2022, Volume and Issue: 36(2), P. 433 - 444

Published: March 1, 2022

Abstract Although retrieval practice is a more effective learning strategy than restudy, students oftentimes prefer the latter. Previous studies have investigated this suboptimal decision at level. The present study, however, focused on task level: How perceived mental effort and during performance influence decisions. Participants rated their when memorizing anatomical image‐name tasks, choosing either or restudy for each task. Moreover, actual after was measured presented as feedback. results suggested that higher task‐based directly related to reduced choice. Task‐based partially mediated effect of choice Students chose often These findings underscore importance decisions potential feedback optimize these

Language: Английский

Citations

18
The role of intrinsic motivation and continuous enhancement on the intention to implement animal welfare practices in dairy farming DOI Creative Commons

Henrike Grotsch,

Marcus Mergenthaler, Sarah Kühl

et al.

Applied Economic Perspectives and Policy, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 13, 2025

Abstract Animal welfare programs alone are insufficient to ensure better for farm animals. Effective management, driven by dairy farmers' intrinsic motivation, plays a pivotal role. This study examines the factors influencing intention implement animal practices and their commitment continuously enhancing welfare. Based on survey of 682 German farmers, results underscore importance habitual behavior, knowledge acquisition. Farmers' willingness engage in continuous improvement suggests that policies should focus less formal more enabling motivation. The introduces construct “continuous enhancement,” offering novel framework understanding improving practices.

Language: Английский

Citations

0
Strengthening Conscientiousness by Means of Interventions: A Systematic Review DOI Creative Commons

Melanie Turner,

Flaviu A. Hodis

Educational Psychology Review, Journal Year: 2025, Volume and Issue: 37(2)

Published: April 12, 2025

Language: Английский

Citations

0
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach DOI Creative Commons
Maike Trautner, Carola Grunschel, Malte Schwinger

et al.

Educational Psychology Review, Journal Year: 2025, Volume and Issue: 37(2)

Published: April 23, 2025

Language: Английский

Citations

0
The value of habit strength for mental health in the domain of physical activity behavior DOI
Ceren Gürdere,

Ismail Hakki Bayer,

Gioia Bottesi

et al.

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: May 16, 2025

Abstract Background: There is compelling evidence for the benefits of physical activity on mental health. The present study examines mediating role habit strength in relationship between activity, psychological well-being, and transdiagnostic factors associated with anxiety-related disorders, including anxiety sensitivity, distress tolerance, intolerance uncertainty. Methods: A cross-sectional design was employed study. Self-report scales behavior, strength, uncertainty, sensitivity were an online questionnaire. sample consisted 232 undergraduate graduate university students. Results: Mediation analyses indicated that emerged as a significant mediator relation both well-being factors. Indirect effects through across all models. However, alone not significantly or Conclusion: Our findings underscore importance consistent engagement reducing risk enhancing Building findings, future research should explore mechanisms underlying link health outcomes longitudinal experimental methods.

Language: Английский

Citations

0
Future steps in teaching desirably difficult learning strategies: Reflections from the study smart program. DOI Creative Commons
Felicitas Biwer, Anique B. H. de Bruin, Sanne Schreurs

et al.

Journal of Applied Research in Memory and Cognition, Journal Year: 2020, Volume and Issue: 9(4), P. 439 - 446

Published: Dec. 1, 2020

Applying effective learning strategies during self-study is important to build long-term knowledge. However, students rarely use such strategies, because they lack metacognitive knowledge and believe are too effortful. To facilitate of these so-called desirable difficulties self-study, we developed the Study Smart program, an intervention geared toward creating awareness of, reflection on, practice with strategies. Based on a three-year design implementation process, share problems encountered illustrate student testimonials. Moreover, reflect future steps be taken in research practice. Among them need debunk nave theories about teachers support behavior change needed develop study habits by implementing teaching providing follow-up sessions.

Language: Английский

Citations

25
Educational Psychology Early Career Award Winners: How Did They Do It? DOI

Kenneth A. Kiewra,

Linlin Luo, Abraham E. Flanigan

et al.

Educational Psychology Review, Journal Year: 2021, Volume and Issue: 33(4), P. 1981 - 2018

Published: May 22, 2021

Language: Английский

Citations

22
Digital self‐control interventions for distracting media multitasking ‐ A systematic review DOI Creative Commons
Daniel Biedermann, Ján Schneider, Hendrik Drachsler

et al.

Journal of Computer Assisted Learning, Journal Year: 2021, Volume and Issue: 37(5), P. 1217 - 1231

Published: Aug. 13, 2021

Abstract Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard get red rid of. Various digital self‐control interventions promise support alleviate the negative impact of distractions. These use different approaches, such as blocking apps websites, setting, or visualizations device usage statistics. While many browser extensions make these features, little is known about their effectiveness. This systematic review synthesizes current research provide insights into effectiveness kinds interventions. From a search ‘ACM’, ‘Springer Link’, ‘Web Science’, ’IEEE Xplore’ ‘Pubmed’ databases, we identified 28 We categorized according features outcomes. The showed varying degrees effectiveness, especially relied purely on increasing participants' awareness were barely effective. For those sanctioned distractions, literature indicates sanctions have be sufficiently difficult overcome, they will otherwise quickly dismissed. overall confidence in results low, small sample sizes, short study duration, unclear contexts. insights, highlight gaps close suggestions for future research.

Language: Английский

Citations

22