Incremental validity of online over offline reports of volitional control in predicting learning success

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2019-10-01 DOI:10.31234/osf.io/549bq
Jasmin Breitwieser, Andreas B. Neubauer, Garvin Brod
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Abstract

Volitional control (i. e., efforts to maintain goal striving in the face of obstacles) is an integral part of self-regulated learning and an important factor for explaining individual differences in academic performance. However, differences between the various methods for assessing volitional control have rarely been investigated. Two common methods are (a) offline questionnaires, in which respondents aggregate experiences over a longer period of time, and (b) online questionnaires such as learning diaries, which assess respondents’ experiences close to the learning event. We compared these assessment approaches in 96 medical students who prepared for a high-stakes exam. Achievement of self-set learning goals was measured objectively via log-files of students’ activities on a learning platform. Daily reports of volitional control explained substantial variance in achievement of learning goals over and above the offline questionnaire, indicating incremental validity of online assessments of self-regulation. Moreover, the daily reports of volitional control could explain intra- individual day-to-day variance in goal achievement. The current study, thus, suggests that learning diaries, albeit cumbersome, have clear advantages over offline questionnaires.
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预测学习成功的意愿控制在线报告比离线报告的增量效度
意志控制(即在困难面前努力保持目标的努力)是自我调节学习的一个组成部分,也是解释学业成绩个体差异的重要因素。然而,评估意志控制的各种方法之间的差异很少被研究。两种常见的方法是(a)离线问卷,受访者在较长一段时间内汇总经验;(b)在线问卷,如学习日记,评估受访者在学习事件附近的经验。我们在96名准备高风险考试的医学生中比较了这些评估方法。通过学生在学习平台上的活动日志文件客观地衡量学生自我设定的学习目标的实现情况。意志控制的日常报告解释了在实现学习目标方面的实质性差异,而不是离线问卷,表明在线评估自我调节的有效性增加。此外,意志控制的日常报告可以解释个体内部在目标实现方面的日常差异。因此,目前的研究表明,尽管学习日记很麻烦,但它比线下问卷调查有明显的优势。
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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