The influence of achievement motives and adaptivity on practice quizzing

Speeches/Talks (2019)

Quizzing ist eine äußerst effektive Methode zur Nachbereitung von Lernepisoden. So führt das Beantworten von Quiz-Fragen aus dem Gedächtnis zu höherem Lernerfolg als unspezifisches Nachbereiten, wie ... [more ▼]

Quizzing ist eine äußerst effektive Methode zur Nachbereitung von Lernepisoden. So führt das Beantworten von Quiz-Fragen aus dem Gedächtnis zu höherem Lernerfolg als unspezifisches Nachbereiten, wie beispielsweise das erneute Durcharbeiten des Lernmaterials oder Note-Taking (sog. Testing Effect). Jedoch liegt die Vermutung nahe, dass der oftmals wahrgenommene Prüfungscharakter von Quizzing für Lernende mit einer stark ausgeprägten Furcht vor Misserfolg abträgliche Effekte haben könnte. Umgekehrt könnten Lernende mit einer stark ausgeprägten Hoffnung auf Erfolg umso stärker von Quizzing profitieren. Des Weiteren legt Forschung aus dem Bereich der Cognitive Load Theory nahe, dass sich eine Anpassung von Quizfragen an die subjektive kognitive Belastung der Lernenden förderlich auf den Lernerfolg auswirken könnte. Solchermaßen adaptives Quizzing könnte demnach effektiver sein als nicht-adaptives Quizzing. In dem vorliegenden Experiment mit N = 160 Studierenden wurde untersucht, (a) ob der förderliche Effekt von Quizzing gegenüber Note-Taking vom Leistungsmotiv (Furcht vor Misserfolg und Hoffnung auf Erfolg) der Lernenden moderiert wird und (b) ob das Verwenden von Quiz-Fragen, deren Schwierigkeit an die kognitive Belastung der Lernenden angepasst ist (adaptives Quizzing), die positiven Auswirkungen des Quizzing weiter steigert. Die Probanden wurden randomisiert einer von drei Bedingungen (adaptives Quizzing vs. non-adaptives Quizzing vs. Note-Taking) zugeteilt. Alle Probanden beantworteten zunächst Fragen zu ihrem Leistungsmotiv und arbeiteten anschließend an PCs in einer digitalen Lernumgebung, in der sie sich zunächst eine E-Lecture ansahen. Die Probanden der Quizzing Bedingungen beantworteten in der folgenden Nachbereitungsphase offene Quiz-Fragen. In der adaptiven Bedingung hing die Schwierigkeit der Fragen von der subjektiven kognitiven Belastung ab; in der nicht-adaptiven Bedingung nahm die Schwierigkeit der Fragen kontinuierlich zu. In der Kontrollbedingung Note-Taking machten sich die Probanden Notizen zur E-Lecture um die Lerninhalte nachzubereiten. Eine Woche später wurde ein Lernerfolgstest durchgeführt. Die Ergebnisse zeigten, dass der Testing Effect vom Leistungsmotiv der Lernenden abhing: je höher die Hoffnung auf Erfolg, desto höher der Testing Effect. Außerdem fanden wir, dass adaptives Quizzing zu höherem Lernerfolg als nicht-adaptives Quizzing führte. Somit scheint eine an die kognitive Belastung der Lernenden angepasste Gabe von Quiz-Fragen die Effektivität von Quizzing weiter steigen zu können, insbesondere dann, wenn Lernende daran interessiert sind, ihr Wissen zu testen. [less ▲]

Self-control motivationally reconsidered: "Acting" self-controlled is different to "being good" at self-control

in Motivation and Emotion (2019), 43(1), 63-81

Self-control is typically conceptualized as an inherent human skill, focusing on the imperative control of thoughts, feelings, and behavior. In the present research, we scrutinize this understanding by ... [more ▼]

Self-control is typically conceptualized as an inherent human skill, focusing on the imperative control of thoughts, feelings, and behavior. In the present research, we scrutinize this understanding by differentiating between an ability self-concept of self-control strength and experiential acts of self-control. Moreover, by taking a motivational perspective, we analyze how much of a role intrapsychic conflict plays in both conceptions of self-control, and with regard to psychological well-being. In cross-sectional Study 1 (N = 228), we compared a typicality measure of experiential acts of imperative self-control with the widely used Self-Control Scale (Tangney et al. in J Pers 72:271-322, 2004). Findings confirm that "being good" at self-control does not correspond to "acting" self-controlled, and that both measures show opposing relationships to intrapsychic conflict, as well as to well-being. In Study 2 (N = 114), we corroborated these findings by using an experience-sampling approach. Multilevel analyses showed that between-person differences (Level 2) in self-control strength were generally unrelated to experiential acts of self-control in everyday life. By contrast, we found a positive Level 2 effect for acting self-controlled. With regard to momentary affect, both between- and within differences (Level 1) in acting self-controlled served as substantial predictors, in addition to momentary self-determination. Other context-dependent effects (i.e., studying vs. leisure time) further emphasize the need to consider motivational interpretations of self-control (strength). [less ▲]

Mindfulness and situational interest

in Educational Psychology (2019), 39(3), 353-369

In an attempt to exploit the concept of mindfulness for educational contexts, we investigated the role of dispositional mindfulness as an internal resource for the development of situational interest ... [more ▼]

In an attempt to exploit the concept of mindfulness for educational contexts, we investigated the role of dispositional mindfulness as an internal resource for the development of situational interest. Using an online questionnaire, we assessed participants' (N = 161, mean age = 30.4 years, 74% female, 66% university students) mindfulness, presented them with a text on bionics, and asked them to indicate their situational interest regarding the material (t1). One week later, they indicated their maintained situational interest (t2). Findings reveal a positive relationship between mindfulness and situational interest at t1, especially with regard to participants' ability to be momentarily 'present' and affective aspects of situational interest. Furthermore, we found an indirect effect of mindfulness on maintained situational interest at t2 via participants' interest at t1. These findings were independent from participants' initial interest and knowledge. Contrary to our expectation, we did not find a moderation effect for mindfulness on the relation between situational interest at t1 and t2. We discuss these findings in terms of implications for formal learning contexts. [less ▲]

Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts

in LEARNING AND INDIVIDUAL DIFFERENCES (2018), 68

In the present paper, we compared two self-regulatory capacities, trait self-control and mindfulness, with respect to their potential to help students deal with motivational conflicts between studying and ... [more ▼]

In the present paper, we compared two self-regulatory capacities, trait self-control and mindfulness, with respect to their potential to help students deal with motivational conflicts between studying and leisure time, by either promoting a selective, normatively oriented versus open-minded, non-judgmental stance toward conflicting motivations. We also investigated the role of value orientations and need satisfaction is this regard. Study 1 (N = 196) initially showed that trait self-control, but not trait mindfulness, goes along with a preference for achievement-oriented over well-being-oriented values, which might explain the academic benefits associated with self-control. Study 2 (N = 306) replicated the link between value orientations and trait self-control. In line with this motivational pattern, we found context-specific effects for self-control in study leisure conflict scenarios, consolidating academic engagement, but not leisure engagement. Consolidating effects for trait mindfulness were context-transcending and independent from value orientations. Finally, in Study 3 (N = 160), we found evidence that the total effects of trait self-control and mindfulness are differentially mediated via either activity preferences (self-control) or need satisfaction (mindfulness). We discuss motivational interpretations for self-control and mindfulness with respect to the daily juggle between students' academic and leisure-related strivings. [less ▲]

Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking

in FRONTIERS IN PSYCHOLOGY (2018), 9

Testing is a well-established desirable difficulty. Yet there are still some open issues regarding the benefits of testing that need to be addressed. First, the possibility to increase its benefits by ... [more ▼]

Testing is a well-established desirable difficulty. Yet there are still some open issues regarding the benefits of testing that need to be addressed. First, the possibility to increase its benefits by adapting the sequence of test questions to the learners' level of knowledge has scarcely been explored. In view of theories that emphasize the benefits of adapting learning tasks to learner knowledge, it is reasonable to assume that the common practice of providing all learners with the same test questions is not optimal. Second, it is an open question as to whether the testing effect prevails if stronger control conditions than the typical restudy condition are used. We addressed these issues in an experiment with N = 200 university students who were randomly assigned to (a) adaptive testing, (b) non-adaptive testing, or note-taking (c) without or (d) with focus guidance. In an initial study phase, all participants watched an e-lecture. Afterward, they processed its content according to their assigned conditions. One week later, all learners took a posttest. As main results, we found that adaptive testing yielded higher learning outcomes than non-adaptive testing. These benefits were mediated by the adaptive learners' higher testing performance and lower perceived cognitive demand during testing. Furthermore, we found that both testing groups outperformed the note-taking groups. Jointly, our results show that the benefits of testing can be enhanced by adapting the sequence of test questions to learners' knowledge and that testing can be more effective than note-taking. [less ▲]

Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals

in FRONTIERS IN PSYCHOLOGY (2017), 8

Multiple-goal pursuit and conflict between personal life-defining goals can be considered part of everyday business in most individuals' lives. Given the potentially detrimental effects of goal conflict ... [more ▼]

Multiple-goal pursuit and conflict between personal life-defining goals can be considered part of everyday business in most individuals' lives. Given the potentially detrimental effects of goal conflict-for example, impaired well-being or poor performance-the literature on goal conflict is surprisingly scattered due to heterogeneous methodological approaches and technical terms. Little empirical research has addressed the conceptualization of goal conflict against the background of differing understandings from a structure-like and a process-like perspective. In the present article, we outline theoretical foundations of goal conflict from two perspectives: a structure-and a process-like perspective. Based on a comparative analysis and integration of these two perspectives, we systematically review empirical studies on goal conflict over 30 years of research. In doing so, we identify and discuss important conceptual dimensions of goal conflict, namely, goal conflict as a cognitive construct and an experiential instance, a focus on goal interrelations or on specific goal properties, and resource vs. inherent conflict, and the potential of these distinctions to further research on goal conflict. Finally, we present major challenges and pose questions that need to be addressed by future research. [less ▲]

Impairments in learning due to motivational conflict: situation really matters

in Educational Psychology (2016), 36(7), 1323-1336

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two ... [more ▼]

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending on the presence and motivational strength of conflicting alternatives. In Study 1 (N = 221), the subjective value attributed to a respective alternative in a study-leisure conflict scenario partially accounted for differences in self-regulated learning while controlling for interindividual differences. Study 2 (N = 112) demonstrated that this pattern applies to both when the respective alternatives refer to 'liking to' (want conflicts) and 'having to' (should conflicts) do something. Moreover, it is demonstrated that impairments due to motivational conflict are higher than impairments inherent in the studying activity itself (baseline). The results emphasise the importance of concurring action alternatives for explaining difficulties in self-regulated learning. [less ▲]

Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness

in Motivation and Emotion (2015), 39(4), 506-520

We assumed that situations of motivational want conflict (i.e., feeling that one wants to do something else) and should conflict (i.e., thinking that one should do something else) show differential ... [more ▼]

We assumed that situations of motivational want conflict (i.e., feeling that one wants to do something else) and should conflict (i.e., thinking that one should do something else) show differential relationships to different components of well-being because more affective or more cognitive motivational aspects are ignored, respectively. Moreover, we assumed that these differences contribute to the understanding of different self-regulatory styles. Using an experience-sampling approach, 58 university students indicated their current affect, the underlying form of motivation, and whether they experienced a want or a should conflict regarding their daily activities (N = 2376). Furthermore, we assessed participants' self-control and mindfulness before and life satisfaction after the experience-sampling period. As expected, want conflicts came along with lower affective well-being, but were unrelated to cognitive life satisfaction. Although should conflicts also yielded a small, negative association with some aspects of affective well-being, overall, their negative relation with life satisfaction was more pronounced. Positive paths of self-control on affective well-being were mediated via less want and should conflicts, whereas positive paths of both mindfulness and self-control on life satisfaction were mediated via less should conflicts. The relative importance of want and should conflicts in daily self-regulation and well-being is discussed. [less ▲]

Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation

in Journal of Educational Psychology (2014), 106(1), 242-257

Research on motivational conflicts indicates that students' difficulties during studying may result from tempting alternatives in the leisure domain. In the present set of studies, we addressed the ... [more ▼]

Research on motivational conflicts indicates that students' difficulties during studying may result from tempting alternatives in the leisure domain. In the present set of studies, we addressed the question of whether academic motivation inversely has negative spillover effects on students' leisure-related functioning, too. In the first 2 studies (N = 169 and N = 206), the self-regulatory impairment students reported after the decision for studying or socializing in a predefined study-leisure conflict was related to their general academic and social adaptation. Results provide 1st evidence for domain-specific drawbacks in students' functioning, depending on which activity is interfered in situations of motivational conflict. In a 3rd study (N = 358), we replicated these findings based on idiographic conflicts. Furthermore, motivational interference is introduced as a crucial process that may underlie such adverse effects. It is demonstrated that after the decision for a focal action, the motivational strength of foregone alternatives continues to influence students' self-regulation during both study and leisure activities. Findings are discussed with regard to the connection between study and leisure strivings, motivational conflicts, and academic motivation. [less ▲]

Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matter

in Learning and Individual Differences (2013), 26

The effects of the quality and quantity of motivation were compared in relation to students' levels of experienced internal conflict in a specific study-leisure conflict using a person-oriented analysis ... [more ▼]

The effects of the quality and quantity of motivation were compared in relation to students' levels of experienced internal conflict in a specific study-leisure conflict using a person-oriented analysis on self-reports of 336 college students. Latent-profile-analysis identified three motivational profiles for learning and two motivational profiles for leisure. Consistent with a qualitative perspective on motivation, students with Good quality profiles for "reading papers" reported the least internal conflict under the temptation of a social activity. However, in accordance with the quantitative perspective on motivational interference, students with High quantity profiles for learning reported more internal conflict while imagining themselves socializing than students with Good and Poor quality profiles did. Similar effects for the leisure profiles and additional variable-oriented analyses confirmed the assumption that the quality of motivation best explains students' ongoing experience during a focal activity, whereas the effects of indirect motivational costs stemming from the motivational characteristics of missed activities are best described quantitatively. (C) 2013 Elsevier Inc. All rights reserved. [less ▲]