No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance
Abstract
The current work draws upon the theoretical framework of deliberate practice in order to clarify why the amount of study by college students is a poor predictor of academic performance. A model was proposed where performance in college, both cumulatively and for a current semester, was jointly determined by previous knowledge and skills as well as factors indicating quality (e.g., study environment) and quantity of study. The findings support the proposed model and indicate that the amount of study only emerged as a significant predictor of cumulative GPA when the quality of study and previously attained performance were taken into consideration. The findings are discussed in terms of the insights provided by applying the framework of deliberate practice to academic performance in a university setting.
... Previous empirical research has documented associations between study time, study strategies and academic achievement. With respect to study time, prior research suggests an average positive but small correlation between study time and academic achievement (Doumen et al., 2014;Landrum et al., 2006;Plant et al., 2005). A meta-analysis of studies found an average correlation between .15 and .19 for the relation between study time and overall grade point average; the relation between study time and individual course grades was close to zero (r = .01) ...
... While these meta-analyses examined learning quantity and quality separately, several studies tested study time alongside study strategies as predictors of academic achievement (e.g., Doumen et al., 2014;Plant et al., 2005;Theobald et al., 2018). For example, Plant et al. (2005) found that study time did not predict grade point average when study environment was controlled for. ...
... While these meta-analyses examined learning quantity and quality separately, several studies tested study time alongside study strategies as predictors of academic achievement (e.g., Doumen et al., 2014;Plant et al., 2005;Theobald et al., 2018). For example, Plant et al. (2005) found that study time did not predict grade point average when study environment was controlled for. It was hypothesized that studying alone in the library would be a better study environment than studying with others or at home, as the latter could be distracting. ...
Background and Aims
The hypothesis that study strategies can compensate for less study time in predicting learning outcomes has often been proposed but rarely tested empirically.
Methods
In the present study, 231 university students reported their daily perceived time spent on self‐study, study strategies (planning, monitoring, concentration and procrastination) and goal achievement over a 30 days period.
Results and Conclusion
Results showed that both more overall perceived study time and better study strategies (better planning, monitoring, and concentration, less procrastination) predicted higher goal achievement at the end of the day. In addition, perceived study time and study strategies interactively predicted goal achievement. When students reported better planning, monitoring and concentration as well as lower procrastination, less time was needed to achieve a high goal level compared to days on which they studied less strategically. In other words, when students studied less strategically, they had to invest more time to reach a higher goal level. In addition, perceived study time and study strategies were related to students' negative affect. Negative affect was particularly high when students studied for many hours with low concentration, and it was particularly low when students studied for only a few hours and procrastinated less. Taken together, the results suggest a compensatory effect of study time and study strategies on daily goal achievement and affect, highlighting the need to teach students effective study strategies.
... Research in cognitive psychology and neuroscience has generated an extensive body of knowledge about the neurobiological mechanisms underpinning learning and the consequent effectiveness of different study strategies (Ambrose et al., 2010;Brown et al., 2014;Dunlosky et al., 2013;McGuire, 2018). When students use ineffective study strategies, they undermine their academic potential (Plant et al., 2005). Study strategies influence many features of student learning, including the amount of time students spend studying, how effectively they use this time, depth of conceptual understanding, and content mastery achieved (e.g., Pressley et al., 1987;Runquist, 1983). ...
... 05). Study strategies influence many features of student learning, including the amount of time students spend studying, how effectively they use this time, depth of conceptual understanding, and content mastery achieved (e.g., Pressley et al., 1987;Runquist, 1983). Ineffective study strategies cost time and do not effectively help students learn. Plant et. al. (2005) surveyed undergraduates and asked them to log their study time and activities. They found that the amount of time students spent studying only influenced GPA when the effectiveness of the study strategies was accounted for (Plant et al., 2005). Thus, academic outcomes could potentially be improved by helping students learn about and ult ...
... al. (2005) surveyed undergraduates and asked them to log their study time and activities. They found that the amount of time students spent studying only influenced GPA when the effectiveness of the study strategies was accounted for (Plant et al., 2005). Thus, academic outcomes could potentially be improved by helping students learn about and ultimately adopt efficient study strategies. ...
Background
Students employ a variety of study strategies to learn and master content in their courses. Strategies vary widely in their effectiveness for promoting deep, long-term learning, yet most students use ineffective strategies frequently. Efforts to educate students about effective study strategies have revealed that knowledge about effective strategies is by itself insufficient for encouraging widespread and lasting changes. An important next step is to uncover factors that influence the decisions students make about study strategy use. We explored the association between beliefs about intelligence (mindset, universality, and brilliance) and study strategies. The most effective study strategies are error-prone, and beliefs about intelligence carry implications for whether errors are a normal and even beneficial part of the learning process (e.g., growth mindset) or signs of insufficient intelligence (e.g., fixed mindset). Therefore, we hypothesized that beliefs about and reactions to errors would mediate a relationship between beliefs about intelligence and study strategies. We tested this hypothesis by surveying 345 undergraduates enrolled in an introductory biology class at a public, research-active university in northwestern United States.
Results
Confirmatory factor analysis indicated that the internal structure of all measures functioned as expected in our sample. We fit a structural equation model to evaluate our hypothesized model. We found that mindset, but not universality nor brilliance, predicts variance in both beliefs about errors and reactions to errors. In turn, adaptive reactions to errors (but not beliefs about errors) are associated with the use of highly effective study strategies and spacing study sessions. There was a significant indirect relationship between growth mindset and spacing of study sessions.
Conclusions
Our results provide evidence for a mechanism explaining the association between students’ mindset beliefs and academic outcomes: believing that intelligence is improvable is associated with more adaptive reactions to making errors, which correlates with choosing more error-prone and therefore more effective study strategies. Future interventions aimed at improving students’ study strategies may be more effective if they simultaneously target reacting adaptively to errors and emphasize that intelligence is improvable.
... While there is evidence that increasing study hours has an effect on improving academic performance, this relationship tends to be not indiscriminately linear because individuals have limited rationality, and cognitive aspects of each individual can interfere in this relationship. Authors like Ericsson (2001) and Plant, Ericsson, Hill, and Asberg (2005) emphasize that the level of use of self-regulated learning strategies should be considered in the relationship between study time and academic performance. This is because simply increasing study time may not induce or be the sole factor leading to improved performance (Plant et al., 2005), as it is necessary for the student to also assimilate the content adequately (Zheng, 2016;Neroni et al., 2019). ...
... Authors like Ericsson (2001) and Plant, Ericsson, Hill, and Asberg (2005) emphasize that the level of use of self-regulated learning strategies should be considered in the relationship between study time and academic performance. This is because simply increasing study time may not induce or be the sole factor leading to improved performance (Plant et al., 2005), as it is necessary for the student to also assimilate the content adequately (Zheng, 2016;Neroni et al., 2019). ...
... In this context, it is understood that increasing the level of use of self-regulated learning strategies not only leads to an increase in academic performance but can also be a mediating factor that tends to enhance the relationship between study time and academic performance. This is because the higher level of use of self-regulated learning strategies is specific to each individual and can lead the student to have a greater capacity to assimilate content in less study time (Plant et al., 2005). However, personality traits tend to interfere detrimentally with academic performance even if the student has more study time. ...
Objective: We investigated the effect of study time on academic performance, mediated by the level of use of self-regulated learning strategies and the imposter syndrome, in undergraduate accounting students.
Method: Our sample consisted of 330 valid questionnaires from undergraduate accounting students from three different federal universities. We analyzed these data through confirmatory factor analysis and structural equation model.
Results: We found that increasing study time does not imply an increase in academic performance, but only when mediated by the level of use of self-regulated learning strategies. Thus, study time does not directly imply academic performance, but indirectly, since it depends on the student's level of use of self-regulated learning. We also found that the imposter syndrome is not a factor that mediates the relationship between study time and academic performance.
Contributions: We empirically found that the level of use of the self-regulated learning strategy is a factor that causes study time to have a positive impact on academic performance. In addition, we show undergraduate accounting students that for study time to be effective for the purpose of achieving higher academic performance, one must increase one's level of self-regulated learning strategy.
... In general, it has been determined that students with longer studying time have advanced epistemological beliefs towards mathematics and their motivation towards mathematics is higher than those with less studying time. Studying time is generally associated with learning and success, and it is accepted that performance will increase with increasing studying time (Rosário et al., 2013;Plant et al., 2005). Cheema and Sheridan (2015) determined that the study time allocated for mathematics homework positively affects mathematics achievement. ...
... Cheema and Sheridan (2015) determined that the study time allocated for mathematics homework positively affects mathematics achievement. However, it cannot be said that studying time directly increases success (Lahmers & Zulauf, 2000;Plant et al., 2005;Rosário et al., 2013). Plant et al. (2005) stated that the quality of study time is effective in the relationship between studying time and performance. ...
... However, it cannot be said that studying time directly increases success (Lahmers & Zulauf, 2000;Plant et al., 2005;Rosário et al., 2013). Plant et al. (2005) stated that the quality of study time is effective in the relationship between studying time and performance. Rosario et al. (2013) determined that motivational factors mediated the effect of studying time on mathematics achievement. ...
"This research aimed to investigate the relationship between mathematical epistemological beliefs and the mathematics motivation of high school students. The survey model was employed in the research. Four hundred twenty-four high school students constitute the study group from public high school. Data were collected through the “Mathematics-Oriented Epistemological Belief Scale” and the “Mathematics Motivation Scale.” The Mann-Whitney U and Kruskal-Wallis H tests were used to analyze the data. The findings showed a significant positive relationship at a moderate level between the belief that learning depends on effort with motivation, a weak and negative significant relationship between the belief that learning depends on ability with motivation and a negative and insignificant relationship between the belief that there is only one truth with motivation. The mathematical epistemological beliefs and mathematical motivations of high school students differ statistically in terms of gender, mother's education level, and daily studying time. However, they do not differ statistically regarding out-of-school support, technology, internet use, class level, father's education level, or perceived income level."
... One example of measuring time investment in a non-retrospective way can be seen in the study of Plant, Ericsson, Hill, and Asberg (2005). They measured time investment during one week by means of a daily time log (i.e., students were asked to note their activities in 15-min intervals: studying, sleeping, etc.). ...
... The more time students spend on study-relevant material, be it at a lecture or through independent study, the more they can potentially achieve in one day. The impact of time on academic achievement (e.g., grades) has already been studied in the past, and research has found strong evidence of its impact (Plant et al., 2005). Thus, we suggest that both lecture-and independent study time have a positive linear relationship with students' daily study satisfaction. ...
... This result is in line with that of Schmitz and Wiese (2006) who found a correlation of 0.16 between these two variables. Plant et al. (2005) also showed, concerning students' cumulative GPA, that planning (with a correlation of 0.26) is more important than study time itself. Furthermore, time and planning correlate with each other, planning has an impact on students' daily learning satisfaction above and beyond that of time, and planning does more than simply enhance the amount of time students spend in studying. ...
University students often claim to have problems managing the time required to carry out their study demands successfully, which leads to discontent. The question is how much time do students really invest in their studies, what changes occur in time investment over a full academic term, and finally, how is study time related with students’ daily study satisfaction? Daily time-series data taken from 105 university students over 154 days were analyzed by means of process analysis techniques and multilevel analysis. The learning time trajectories show a quadratic trend in independent study time and a linear decrease in lecture time. Students’ daily study satisfaction was positively related to time investment, but even more strongly to planning, effort, and procrastination. Usage of breaks between lectures was found to be an independent predictor of learning satisfaction. These results have practical implications for increasing students’ learning satisfaction beyond the impact of pure time investment.
... The relationship between study time and academic success has been a subject of debate. Plant et al. (2005) found that while increased study hours correlated with higher grades, the effectiveness of those hours depended on how students managed their time. Students who engaged in strategic learning techniques, such as spaced repetition and self-testing, performed significantly better than those who studied passively. ...
... Their research found that while total hours spent studying were important, the quality of study time (e.g., active learning techniques) played a more significant role in determining student performance. Similarly,Plant et al. (2005) concluded that students who engaged in spaced repetition and strategic review sessions performed better than those who crammed before exams.Macan et al. (2000) examined time management techniques employed by high-achieving secondary students and found that effective goal setting, prioritization, and routine adherence were key factors contributing to their academic success.Zimmerman & Schunk (2001) supported this finding by highlighting those self-regulated learners who managed their study schedules effectively achieved better results than their peers.Steel (2007) explored the impact of procrastination on students' academic performance, concluding that students who frequently delayed studying experienced lower grades. Similarly,Ariely & Wertenbroch (2002) suggested that setting deadlines and maintaining structured study habits helped mitigate procrastination.Kitsantas et al. (2008) analyzed time management practices among students from different socioeconomic backgrounds and found disparities in access to study resources, which affected students' ability to manage their time effectively. ...
The objective of this study was to investigate the overall time management between the Grade nine students at Secondary School A and Secondary School B, to determine the amount of time spent studying by the Grade nine students at Secondary School A and Secondary School B, and to establish a relationship between the time management of the Grade nine students at Secondary School A and Secondary School B. A pilot study was conducted at Secondary School C to construct a questionnaire and the Alpha Cronbach reliability test was done for each of the two factors for the questionnaire. A final questionnaire consisting of a four-point modified Likert Scale was prepared and circulated to the Grade Nine students at Secondary School A and Secondary School B. The population consists of two hundred and eleven Grade 9 students-one hundred and fifteen from Secondary School A and ninety-six from Secondary School B. Each of the four Grade nine classes at School A consists of twenty-four students and the five Grade nine classes at School B consists of approximately twenty-three students. The sample for the research consists of Grade nine classes from both public secondary schools. School A comprised of four Grade 9 classes and School B comprised of five. Three classes were randomly selected at both schools. The three classes from School A consisted of sixty-nine students and the three classes selected from School B consisted of sixty-five students. The three classes that were randomly selected at School A consisted of sixty-nine students and the three classes that were randomly selected at School B consisted of sixty-five students. At School B, the three Grade 9 classes that were randomly selected were Grade 9B, Grade 9C, and Grade 9D. At School A, the three Grade 9 classes that were randomly selected were Grade 9A, Grade 9C, and Grade 9D. Results indicated that the students at Secondary School A on average reported better time management skills in improving their end-of-term scores in Integrated Science when they manage their time more efficiently and that the students at School A on average reported better time studying skills than the students at Secondary School B. The T-test results further revealed that the difference in time management, time studying and overall time management between the Grade nine students at both secondary schools was statistically significant.
... As such, most universities rely on students' grade-point average (GPA) as a proxy of their academic performance. GPA-weighted mean of course marks (or grade points) for courses required to get a formal academic qualification is, in fact, the most common quantitative measure of cognitive skills and abilities acquisition (Chemers et al., 2001;Plant et al., 2005;Richardson et al., 2012). ...
... The learning outcome of this study is measured by the course marks of the students, which comprises only a part of the learning outcome. It is noted that learning outcomes also include aspects that are beyond the cognitive skills and abilities acquisition as measured by course marks (Chemers et al., 2001;Plant et al., 2005;Richardson et al., 2012). Therefore, this might limit the generalisability of this study beyond course marks. ...
The effects of the direct and indirect relationships of personality traits on academic performance are shared in this paper. These complex relationships are examined using Structural Equation Modelling (SEM) with reference to the modified Biggs’ 3P model. The major findings of the effects of personality traits on academic performance are (1) the negative effect of a high level of ‘agreeableness’; (2) the indirect effects of ‘conscientiousness’ and ‘openness’; and (3) how the effects are mediated through course perceptions. The findings from this study could inform universities on developing more targeted and effective student support and interventions.
... A survey found that 55% of students reported spending less time on learning activities "on their own" during the COVID-19 pandemic, and 18% of students reported spending more time (Gao et al., 2021). Spending more time on learning activities is effective if it capitalizes on use of the time learning takes place during the time, should improve academic performance (Plant et al., 2005), but no conclusive evidence was found between study time and academic performance during the COVID-19 period (Nonis and Hudson, 2010). One study reported a relatively stable 'inverted U' relation between study time and academic performance, implying that exceeding optimal times would hinder academic performance (Yang and Zhao, 2021). ...
... Under the missing at random assumption mechanism, the probability of a missing value for an item may depend on observed data but not on unobserved data (Rubin, 1976). Multiple imputation allows researchers to increase the availability of data points, thus reducing biases when observations with missing data are deleted (Penn, 2007). Multiple imputation has three elemental phases: imputation, analysis, and pooling. ...
Introduction
Understanding the factors that affected academic performance of students during the COVID-19 pandemic will help design effective interventions for improving students’ academic performance during emergency situations as well as during regular academic environment. This cross-sectional study aimed to identify the factors that explain academic performance of students in China during the pandemic.
Methods
Data on college students from the 2020 China Family Panel Studies were used, and the final sample consisted of 728 students. Ordered probit regression models were estimated to explain students’ relative performance in the semester when the in-person classes were suspended by using various student and household-related variables and characteristics. To compute missing values in selected variables, a multiple imputation technique was applied.
Results
The odds of poor academic performance declined with higher Internet use for academic purposes, but Internet use for entertainment increased the probability of being in the poor academic performance. College students who spent more time studying on college work were less likely to have poor academic performance.
Discussion
This study identified the factors (Internet use and study time) associated with academic performance among Chinese college students during the COVID-19 pandemic. These results can be used to design policies to improve educational outcomes and to address educational inequalities.
... However, the small number of studies that have tested links between time investment and achievement yielded inconsistent findings. When effort is measured as time invested in learning (e.g., time-on-task), the relationship between effort and academic achievement was either negative (Koriat et al. 2006;Nelson and Leonesio 1988;Undorf and Ackerman 2017;Vu et al. 2022) or weakly positive, or only significant after controlling for factors such as learning strategy (Cury et al. 2008;Doumen et al. 2014;Plant et al. 2005). Moreover, to our knowledge, there are no longitudinal studies investigating the reciprocity between motivation and achievement taking into account study time investment. ...
... This is consistent with some prior cross-sectional studies. Plant et al. (2005) found that study time can reliably predict performance when taking into account students' prior achievement. Additionally, Cury et al. (2008) found that practice time was positively associated with performance after controlling for characteristics such as worry in young adolescence (mean age at 13). ...
Many theories of motivation suggest that motivation and academic achievement reinforce each other over time, yet few longitudinal studies have examined behavioral pathways that may mediate interplay from motivation to achievement. Moreover, empirical studies so far have mostly focused on Western countries. In this study, we first examined whether students’ value of education, as a measure of motivation, is reciprocally related to achievement (class rank and self-rated performance) in a sample of junior high schoolers in an East-Asian country (N = 3445, Korean Youth Panel Study). We tested this reciprocity using different statistical models. Second, we investigated whether the relation between motivation and achievement was mediated by time invested in learning. Reciprocal effects between value of education and academic achievement were found in classic cross-lagged panel models, but only unilateral effects (from achievement to value of education) were found when we used random-intercept and random-curve cross-lagged panel models. Adding the time investment variable, the reciprocal effect between value of education, time investment, and academic achievement was found with the random intercept model. In conclusion, the reciprocity between of motivation and achievement are more elusive than previous research suggested; further studies should be dedicated to scrutinizing its existence with various statistical models.
... In addition to the factors related to the assessment subjects, students' previous academic performance is also a key factor that influences their current academic performance due to the cumulative effect of learning (Plant et al., 2005;Brown et al., 2008). As a student progresses through their education, the knowledge and skills they acquire build upon each other. ...
... Student self-assessment is also a good assessment index for predicting academic performance (Puustinen and Pulkkinen, 2010;Yan and Carless, 2022;Yan et al., 2023), but in this study, its predictive power was the lowest. This may be because individuals find it difficult to make accurate self-assessments of their abilities, for example, selfassessment of abilities such as humor, grammar, and logical reasoning can be easily influenced by other factors (Ferraro, 2010;Park and Santos-Pinto, 2010). Especially in a culture like China, where interdependence is emphasized, the habit of modesty may lead individuals to show self-depreciation when self-evaluating in order to obtain more social approval (Fay et al., 2012). ...
Based on multiple assessment approach, this study used factor analysis and neural network modeling methods to build a data-driven multidimensional assessment model for English listening and speaking courses in higher education. We found that: (1) Peer assessment, student self-assessment, previous academic records, and teacher assessment were the four effective assessors of the multi-dimensional assessment of English listening and speaking courses; (2) The multidimensional assessment model based on the four effective assessors can predict the final academic performance of students in English listening and speaking courses, with previous academic records contributing the most, followed by peer assessment, teacher assessment, and student self-assessment. Therefore, a multidimensional assessment model for English listening and speaking courses in higher education was proposed: the academic performance of students (on a percentage basis) should be composed of 29% previous academic records, 28% peer assessment, 26% teacher assessment, and 17% student self-assessment. This model can guide teachers to intervene with students who need help in a timely manner, based on various assessors, thereby effectively improving their academic performance.
... This question is still outstanding as there was insufficient data to fit a separate MPOR model for final-year students to examine whether study time is associated with mathematics performance for final years. Other studies have noted that there may not be a direct link between independent study time and mathematics performance as the quality of study needs to be considered (Gortner Lahmers & Zulauf, 2000;Plant et al., 2005). ...
Students’ difficulties and lower-than-desired mathematics performance in higher education have been the focus of educational research and practice for a period of time. In a recent study by Lishchynska et al. (2023), learners’ motivation, dispositions towards mathematics and learning strategies were examined as factors potentially affecting performance in service mathematics modules. The main objectives of this study were to replicate the findings of Lishchynska et al. (2023) with a new student cohort; determine if self-concept is a significant contributor to mathematics performance; and explore if mathematical background remains an important predictor of mathematics performance for students as they migrate from first year to final year of study. A survey of first- and final-year student cohorts in Business, Engineering and Science programmes was conducted in February 2023. Analysis of first-year responses indicated that the results from Lishchynska et al. (2023) were replicable. A multivariable proportional odds regression model, fitted using data from both cohorts, showed that self-concept was associated with mathematics performance (p < 0.001) but did not find evidence of a difference between first- and final-year students in terms of mathematical background remaining an important predictor of mathematics performance (p = 0.816). The study also investigated whether inexperienced (first-year) and experienced (final-year) undergraduates differ in their mathematical dispositions and academic traits. Differences were observed for motivation, self-concept and deep/surface learning approach (p < 0.05). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policymakers.
... Prior Literature: Time spent on course has shown to be predictive of performance. [30] Inclusion in Study: As this was the initial undertaking of the course, both in the amount of content and instructional format, from a design standpoint it is helpful to understand the amount of time students spend on the course. Further, having multiple measures allows us to compare students' perceptions of time with LMS-provided time stamps. ...
Direct and indirect assessments of student learning, motivation and course experience were completed for a two-semester online chemical engineering graduate bridging course. Both direct and indirect assessments showed students better accomplished learning objectives associated with material and energy balances, momentum/heat/mass transport, solution thermodynamics and kinetics compared to those with classical thermodynamics. While student motivation and interest course were consistently at high levels, student estimations of their feelings of connectedness were lower than desired.
... Duffy et al., 2004;K. A. Ericsson et al., 1993;Plant et al., 2005;Tuffiash et al., 2007). To that end, following a review and meta-analysis of available studies, proposed four criteria for DP, including the following: (1) individualized learning objectives, (2) ongoing feedback regarding performance and learning, (3) involvement of a coach, and (4) successive refinement through repetition most often conducted alone. ...
In the last decade, deliberate practice (DP)—a process of formally and systematically training for performance objectives just beyond an individual’s current ability—has emerged as a promising approach for enhancing therapeutic effectiveness. In view of the paucity of prospective studies, an experimental design with a series of challenging clinical vignettes was developed to test whether DP could improve, as well as generalize therapist ability to manage challenging encounters in therapy. When results from a pilot study showed promise for increasing participants’ skills, a multicenter, unblinded randomized controlled trial was conducted to assess the use of DP as a training framework. Seventy-two participants (39 in experimental group, 33 in control group) were randomly assigned to an experimental or control group, with the former receiving ongoing feedback to guide DP and the latter limited to engaging in self-reflection. On average, participants in the DP condition not only improved, but were also able to generalize newly acquired knowledge and skills to novel, challenging clinical scenarios. By contrast, no change was observed among participants in the control condition. A review of the extant literature shows this to be the first study to include all four components of DP in psychotherapy training: (1) individualized learning objectives based on an assessment of the performer’s baseline ability, (2) targeted feedback, (3) successive refinement, and (4) guidance from a coach. Caveats and implications for training are discussed and explored.
... This research aims to add valuable information that could help improve educational methodology and assist students in their educational journey [25] . That is how they will participate; the techniques for acquiring these insights are detecting that ideal study hour range and realizing the difference it makes on one grade [26] . ...
This study aims to determine the relationship between study time and academic achievement of business school students in Aligarh (INDIA). The poll involved 209 students divided into three distinctive groups based on regular weekly study hours: 2 to 4 hours, 4 to 6 hours, and above 6 hours. In all, 209 students responded to the survey. Academic performance was evaluated with high, medium, and low grades; these grades were classified into five different groups depending on the grades: below 60%, between 60% and 70%, between 70% and 80%, between 80% and 90% and above 90% Such information was used to determine the extent to which the person had succeeded in their life of the mind. The results also corroborate several ways the duration of study time is related to grade, consistent among the properties studied. They realized that students who studied 4 hours to 6 hours per week had a better tendency to become great scorers, and a high percentage of them scored 70 to 90 or even more than that. Many of our children were in this category. However, there was a broad range of achievement among students who devoted over six weekly hours, suggesting that it only sometimes pays to study harder than one would have studied.
Moreover, the results of academic research have provided evidence that a moderate time, between four to six hours per week, spent studying is helpful to enhance academic performance as opposed to either minimal or maximal study, which was proven to be detrimental. This serves as a reminder to be more balanced in studying. The research also stresses the importance of balanced study habits. Through these principles, instructors, and students in Aligarh and other academic environments will be expected to learn effective styles to improve academic performance. They could expand their time on tasks to save time studying and improving their GPAs and education.
... Learning outcomes can be measured by achievement grades or perceived learning by students (Eom & Ashill, 2016). Academic achievement in a university is determined according to various factors such as knowledge, skills, abilities, participation, and time allocated to activities (Plant et al., 2005). Grade point average is the most important indicator of academic achievement (Moore & Shulock, 2009). ...
There is a growing body of literature that recognizes the importance of test anxiety in learning contexts. However, currently little is known about test anxiety experienced in online assessment and its role in online learning efforts and outcomes based on insights from Learning Management Systems (LMS) interaction data. This study investigated the mediating role of test anxiety in the relationship between behavioral engagement and academic achievement. To test the research model, the study data were analyzed using the Partial Least Squares Structural Equation Modelling approach. The analyses drew on data from 2994 online distance learners. Behavioral engagement of students was derived from learning analytics indicators based on LMS interaction data. Our results showed that test anxiety reduces the positive effect of online behavioral engagement on academic achievement. This study provides valuable insights for educators, students, and test designers in understanding the dynamics between online test anxiety, behavioral engagement and academic achievement and developing effective strategies for online learning. This analysis highlights the importance of understanding the interplay between these factors for educators, students, and test designers to develop effective online learning strategies.
... When considering study time, students with high academic GPAs may possess greater prior knowledge or effectively utilize study strategies. This may allow them to spend less time mastering a specific subject than an average-performing student [46]. Medium-GPA students may need to spend more time actively engaging with the material, which could explain the stronger performance observed in the Maximum time condition. ...
This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student.
... Prior learning, which typically has a strong correlation with prior academic performance has been identified as an important determinant of academic performance in higher education in a number of studies (Aluko et al., 2016;Ellegood et al., 2019;Elias & MacDonald, 2007;Plant, 2005). Prior academic performance could also be an indicator of other attributes such as students' emotional intelligence, motivation, and effort (Goodman et al., 2011;Mohzan et al, 2013). ...
56 | Understanding the determinants of academic performance in a higher education institution using an expanded Biggs 3P model-Tan et al. ABSTRACT The Biggs 3P model conceptualises the learning process as an interactive system of three sets of variables: the learning environment and student characteristics (presage), students' approach to learning (process), and learning outcomes (product). Given the learning context that this study examines, it is necessary to not just incorporate additional variables outside of the 3P model, but also to re-categorise some of the existing 3P model variables. As such, an expanded 3P model, built on the framing of the original 3P, has been used. This allows for a more holistic examination of the relationships among a broader range of presage and process variables, potentially providing more incisive insights for the learning environment in the university. Briefly, personality traits and student-to-instructor personality match are included in the expanded model under the presage domain, and course perceptions under the process domain. In addition, motivation is repositioned as a process construct to enable universities to identify determinants (in the presage domain) that influence students' levels of motivation. It is hoped that the expanded 3P model serves as a guide to universities for their curriculum and assessment development as it offers a fresh, and potentially more insightful, perspective on what to focus on to enhance students' learning. These complex relationships (both direct and indirect) are examined using Structural Equation Modelling (SEM) with reference to the expanded Biggs' 3P model for a local university in Singapore.
... Academic performance at the tertiary level has a strong bearing on one's quality of life and mental, physical and socio-economic well-being [6]. It affects the job application process and provide valuable information to prospective employers [7]. Mostly, the onus of the students' performance rest signi cantly on them [8]. ...
The course Medical Physiology and Biochemistry (PHSL 2004A) constitutes a mandatory component of the second-year curriculum for students enrolled in the Bachelor of Medicine and Bachelor of Surgery (MBBCh) and Bachelor of Health Science (BHSc) programmes within the Faculty of Health Sciences at the University of the Witwatersrand. Throughout the pre-COVID-19 pandemic period spanning from 2013 to 2020, the pass rates of students in the PHSL 2004A course have consistently evoked no apprehension or noteworthy concern within the purview of the School of Physiology. However, a marked drop was observed in students’ pass rates in the 2020 cohort that sat the course’s assessments in 2021. Our study determined if students’ programme affiliation, residence status (on-campus or off-campus), admission category, and race affected PHSL 2004A pass rates in 2021. Data from 380 students (218 MBBCh; 162 BHSc) in the 2020 cohort was analysed. An independent sample t-test showed that MBBCh programme students (M = 60.76, SD = 17.21) had higher mean score of 12.70, 95% CI [9.404, 15.990] than BHSc counterparts (M = 47.98, SD = 14.34), 95% CI [9.490, 15.902], t (374), = 7.58, p = < .001, two-tailed, d = .79; demonstrating greater performance. Chi-square test of association showed that students’ residential status did not impact students’ pass rate (χ ² = 2.111, df = 1, N = 376, p < 0.146) albeit 72% of off-campus compared to 65% on-campus students passed the course. Admission category significantly impacted performance: MBBCh and BHSc students admitted in the top 40 category had high mean scores compared to counterparts in admitted in the top rural category and top BC category, respectively. The performance of students in PHSL 2004A was influenced by factors such as programmes affiliation and admission category, whereas residential status did not exhibit a significant impact on academic achievement in the course. However, it is deduced that beyond the influence of admission category and programme affiliation, the transition from conventional face-to-face pedagogical methods to virtual online modalities due to the exigencies of the COVID-19 pandemic may have adversely affected student performance. This negative impact is likely attributable to insufficient readiness and preparation among both learners and educators for the novel instructional approach.
... Lama waktu tempuh mahasiswa dalam menyelesaikan studi dan Indeks Prestasi Kumulatif (IPK) menjadi salah satu faktor penentu sebuah perguruan tinggi dikatakan unggul (Masui et al. 2014). Namun tidak jarang beberapa institusi belum mampu meluluskan mahasiswa sesuai target yang diinginkan, karena tidak semua mahasiswa dapat menyelesaikan studinya tepat waktu (Asriningtias and Mardhiyah 2014;Plant et al. 2005). Universitas Muhammadiyah Ponorogo, sebagai salah satu institusi pendidikan tinggi yang berkomitmen pada peningkatan kualitas pendidikan dan penelitian, memerlukan metode yang canggih untuk mengelola dan menganalisis data, juga dalam hal memprediksi tingakt kelulusan mahasiswa di tahun yang akan datang. ...
The purpose of this research is to create a mathematical model related to fuzzy logic to predict student graduation rates starting in 2024. This type of research is applied research. The method used is the Tsukamoto method in fuzzy analysis and checking the accuracy of forecasting with MAPE. Data collection techniques are carried out by collecting primary data and secondary data. The primary data used is data on new student admissions, many graduates, and many graduates from Muhammadiyah Ponorogo University in 2021, 2022, and 2023. Secondary data is obtained from books, articles, and documents relevant to Tsukamoto fuzzy. The results of the Tsukamoto fuzzy analysis with MAPE testing show that the fuzzy model built is at a percentage of 5.3%. This means that the fuzzy system has excellent forecasting capabilities in predicting student graduation rates in 2021, 2022, and 2023 and can be used to predict many graduates in 2024.
... The importance of a deep approach to studying for students' academic performance has been debated [3,[35][36][37][38]. Plant and coworkers, for example, stated that it is the quality of studying, not the effort, that matters most for obtaining higher grades [39]. No association was found between deep study approach ratings and exam grades in previous analyses conducted with the students [26]. ...
While studies have examined predictors of study performance in various student groups, cluster analytic studies identify groups of students with similar characteristics. The purpose of this study was to explore relevant clusters of occupational therapy students and examine profile differences between participants in different clusters. A total of 177 first-year students from six occupational therapy programs in Norway participated in this study. Data on age, gender, study approaches, study effort, and study performance were collected. A two-step cluster analysis was conducted. Three clusters were identified. Cluster 1, the high-strategic high-performing students, comprised the successful students, mostly females, who invested much effort and used productive approaches to studying. Cluster 2, the high-surface average-performing students, consisted of less successful female students, who used poor study strategies and made little effort. Cluster 3, the low-strategic low-performing students, comprised the least successful students, who were all male, with study efforts and study strategies in the middle range. Overall, this study suggests that occupational therapy students can be classified into clusters based on a combination of measures. To enhance student learning and performance, educators should pay particular attention to male students and to
students investing little effort and using poor study strategies.
... Millennials are also becoming a more significant source of interest as the global economy grows and technology advances at a rapid pace, so more and more research is being conducted around their role in driving this growth of the economy [23] [24]. Among many other areas, the level of interest and the depth of research in this field have been on the rise, especially in the last few years. ...
This research aimed to examine the philosophical constructs of Indian economic growth from an economic perspective and various generations, such as millennials' perspectives. The research solicited helpful feedback after reaching a total number of 250 respondents. After the screening process had been completed, 207 people were selected to take part in the research. A cross-sectional study was conducted among millennials of Uttar Pradesh, India. It was done to gather information. This research used a quantitative methodology and was thus conducted using a survey format. The research focused on two key questions: How vital are Millennials in generating economic growth, and what expected contributions could they bring to economic success? Both of these issues were the focus of the investigation. They were both examined in the study to support this assessment. New research results now shed light on what millennials think and feel about their contribution to India's economic makeover. It identifies the markets where Millennials can already be disruptive and overcome and how that drives national economic growth. The curious thing is that this is an extra point of curiosity. This study advances the current knowledge of generational dynamics and economic growth by adding a new element to the existing literature. It also provides guidelines to politicians, entrepreneurs, and other actors on how to capitalize on the opportunities presented by the Millennials to achieve an extended period of economic growth in India. Millennials are experiencing an economic boom.
... This research aims to add valuable information that could help improve educational methodology and assist students in their educational journey [25] . That is how they will participate; the techniques for acquiring these insights are detecting that ideal study hour range and realizing the difference it makes on one grade [26] . ...
This study aims to determine the relationship between study time and academic achievement of business school students in Aligarh (INDIA). The poll involved 209 students divided into three distinctive groups based on regular weekly study hours: 2 to 4 hours, 4 to 6 hours, and above 6 hours. In all, 209 students responded to the survey. Academic performance was evaluated with high, medium, and low grades; these grades were classified into five different groups depending on the grades: below 60%, between 60% and 70%, between 70% and 80%, between 80% and 90% and above 90% Such information was used to determine the extent to which the person had succeeded in their life of the mind. The results also corroborate several ways the duration of study time is related to grade, consistent among the properties studied. They realized that students who studied 4 hours to 6 hours per week had a better tendency to become great scorers, and a high percentage of them scored 70 to 90 or even more than that. Many of our children were in this category. However, there was a broad range of achievement among students who devoted over six weekly hours, suggesting that it only sometimes pays to study harder than one would have studied. Moreover, the results of academic research have provided evidence that a moderate time, between four to six hours per week, spent studying is helpful to enhance academic performance as opposed to either minimal or maximal study, which was proven to be detrimental. This serves as a reminder to be more balanced in studying. The research also stresses the importance of balanced study habits. Through these principles, instructors, and students in Aligarh and other academic environments will be expected to learn effective styles to improve academic performance. They could expand their time on tasks to save time studying and improving their GPAs and education.
... Previous studies used CGPA, test scores, and grades to assess academic performance. GPA/CGPA has been used in many studies to assess academic performance (Fernando, 2017;Priyadarshan and Kumari, 2020;Harb and El-Shaarawi, 2006;Mushtaq and Khan, 2012;Ali et al., 2009;Ghenghesh, 2015;Plant et al., 2005;Hedjazi and Omidi, 2008). Some studies used test scores/grades (Ali et al., 2013;Kyoshaba, 2009;Aina et al., 2013). ...
The main concern of this research is to identify the factors affecting the academic performance of undergraduates at a state university in Sri Lanka. Specifically, the study identifies the effect of the students' lecture attendance, English knowledge, time spent studying, family background, and self-motivation on academic performance. The author used a questionnaire survey as the data collection method and used a quantitative research approach. The sample related to this study is 348 undergraduates representing all six faculties from level 2 to level 4. Level 1 students were not considered since they had not received their semester results at the time of data collection. The analysis is conducted using the Statistical Package for Social Sciences (SPSS) software. Descriptive statistics, reliability analysis, normality, linearity, and multi-collinearity were conducted as preliminary statistical analyses. Cronbach's Alpha was used to assess the reliability of the questionnaires. Moreover, correlation analysis and multiple regression analysis were conducted by the author to address research questions/hypotheses. It was found that self-motivation, lecture attendance, time spent studying, and English knowledge of the students positively and significantly affect academic performance. Among these factors, self-motivation was the most influential factor in academic performance. It was found that students' family background does not affect academic performance. The purpose of this study was to identify the factors influencing the academic performance of undergraduates at a state university in Sri Lanka, and the findings will be used to provide a guide for undergraduates to improve their academic performance. Furthermore, these findings will assist lecturers and administration in observing and taking necessary steps to improve academic performance at this Sri Lankan state university.
... Beyond the learning theories related to interactive content, the framework of deliberate practice applies for the auto-graded problems of interest. Defined and repetitive practice, feedback on correctness, explanation of errors, and availability of repeated formative activities are some of the pillars of deliberate practice [27][28][29]. Advancing to more difficult content is another tenet of deliberate practice, commonly called scaffolding. Scaffolding activities intentionally move from simpler to more complex and has shown improvements to long-term memory by reducing load on working memory [30] and self-regulation via multiple attempts [31]. ...
... Students who practice without goals or feedback are less likely to master new skills. For instance, a study by Plant et al. (2005) found that the amount of time spent studying was not predictive of college students' grade point average (GPA), rather, the quality of the time spent studying predicted GPA. ...
Students in the 3rd and 4th grade often encounter what has been called a reading “slump” when their class curriculums increasingly ask them to comprehend and learn from texts. Students are more likely to struggle if they have not been offered sufficient opportunities to build world and domain knowledge and engage in challenging comprehension tasks while developing their reading skills. Thus, it is essential to give young readers opportunities to build their world and domain knowledge and to teach them comprehension strategies such as asking questions, paraphrasing, and self‐explaining. This paper introduces iSTART‐Early, an intelligent tutoring system designed to provide instruction and practice opportunities for students to learn comprehension strategies and build knowledge about diverse topics. The theoretical foundations, history and efficacy, and design of iSTART‐Early are discussed.
... Pretest SAQs asked students to indicate the amount of time spent studying for each test. Although previous literature demonstrates inconsistent relationships between time spent studying and student achievement (Allen et al., 1972;Kember et al., 1995;Plant et al., 2005), we categorized time spent studying as a strategic learning behaviour, since the teacher repeatedly told students that studying will help them improve their grades. ...
p>This study examines how one teacher supported low-achieving students’ self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher’s scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and postmeasures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students’ developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.</p
... The daily survey consisted of questions about the participant's habits in the previous 24 hours. The questions inquired about their physical activity [17,115], breakfast ingestion, caffeine intake [60,71,107], study time [86] and sleep quality [124]. If the survey was after a class, it also included the PANAVA-KS scale and questions about the student's engagement in class, their level of immersion, and the perceived engagement of the lecturer [93,94]. ...
The latest developments in wearable sensors have resulted in a wide range of devices available to consumers, allowing users to monitor and improve their physical activity, sleep patterns, cognitive load, and stress levels. However, the lack of out-of-the-lab labelled data hinders the development of advanced machine learning models for predicting affective states. Furthermore, to the best of our knowledge, there are no publicly available datasets in the area of Human Memory Augmentation. This paper presents a dataset we collected during a 13-week study in a university setting. The dataset, named LAUREATE, contains the physiological data of 42 students during 26 classes (including exams), daily self-reports asking the students about their lifestyle habits (e.g. studying hours, physical activity, and sleep quality) and their performance across multiple examinations. In addition to the raw data, we provide expert features from the physiological data, and baseline machine learning models for estimating self-reported affect, models for recognising classes vs breaks, and models for user identification. Besides the use cases presented in this paper, among which Human Memory Augmentation, the dataset represents a rich resource for the UbiComp community in various domains, including affect recognition, behaviour modelling, user privacy, and activity and context recognition.
... Nevertheless [63], investigated explored the association between academic accomplishment and four variables: remembering, comprehending, applying, and analyzing. [64] further asserted the academic success at university is mostly determined by previously acquired knowledge, skills, and talents, as well as a variety of criteria connected to the amount of time and resources spent studying and attending classes. Consequently, it is concluded that student performance is influenced by a variety of factors and should be targeted. ...
Education also becomes one of the basic needs of all human being in the today's world. Due to the rapid advancement of the information and communication technology during the past years emphasize the necessity of using e-learning in the education sector. As a result of the COVID-19 pandemic, all the countries developed and developing had to quickly move from conventional learning methods to e-learning. As a developing country Sri Lankan education sector also adopt the e-learning as a solution for continuing education process. The prime objective of this study is to examine the impact of e-learning on university undergraduates' academic success in the context of management faculties in non-state universities in Sri Lanka. A deductive quantitative research approach utilized for the data collection and analysis. The study population is 2500 undergraduates who are studying in the year 3 and 4 belongs to the management faculties of two non-state universities. Out of the total population 332 undergraduates were selected using convenience sampling technique. An online questionnaire survey conducted to collect data and simple linear regression models employed for data analysis. To ensure the overall reliability of the gathered data, Cronbach's alpha values checked. The findings revealed that e-learning has a significant positive impact on academic success along with a strong correlation of 0.872. According to the main study findings, there is a positive moderating effect on student satisfaction between e-learning and academic success while showing a strong correlation of 0.774. The major findings of this study give insights for higher educational institutions to create new initiatives to direct undergraduates towards the academic success with e-learning exposure.
... This indicates that the more students believe in their ability to learn, the higher would be the level of motivation and thus, enhances their academic achievement. The amount spent studying, coupled with additional exercises and tutorial questions, could also improve academic performance (Plant et al., 2005). This provides a paradigm to understand how the learning context interacts with learning choices. ...
... This finding is consistent with previous research suggesting that more time spent completing an assignment may indicate that students are struggling with the material (Flunger et al., 2015) or may even indicate a learning disability (Geary et al., 1991). This finding is also consistent with previous studies that have tested interindividual associations between study time and academic performance (e.g., Plant et al., 2005;Theobald et al., 2018). Results from these studies suggest that it is not the absolute amount of time spent studying that predicts academic performance. ...
... where δ 0 ą 0 and α 0,s , θ 0 are unknown parameters. The positive sign of δ 0 has support in the education literature and suggests that an increase in effort would increase GPA (see e.g., Plant et al., 2005;Brint and Cantwell, 2010). The parameter α 0,s captures unobserved school heterogeneity in GPA as fixed effects. ...
Peer influence on effort devoted to some activity is often studied using proxy variables when actual effort is unobserved. For instance, in education, academic effort is often proxied by GPA. We propose an alternative approach that circumvents this approximation. Our framework distinguishes unobserved shocks to GPA that do not affect effort from preference shocks that do affect effort levels. We show that peer effects estimates obtained using our approach can differ significantly from classical estimates (where effort is approximated) if the network includes isolated students. Applying our approach to data on high school students in the United States, we find that peer effect estimates relying on GPA as a proxy for effort are 40% lower than those obtained using our approach.
This book presents a comprehensive and unexpected approach to the visual arts, grounded in the theories of complexity and dynamical systems. Paul van Geert shows how complexity and dynamical systems theories, originally developed in mathematics and physics, offer a novel perspective through which to view the visual arts. Diverse aspects of visual arts as a practice, profession, and historical framework are covered. A key focus lies in the unique characteristics of complex systems: feedback loops bridging short- to long-term temporal scales, self-organizing into creative emergent properties; dynamics which may be applied to a wide range of topics. By synthesizing theory and empirical evidence from diverse fields including philosophy, psychology, sociology, art history, and economics, this pioneering work demonstrates the utility of simulation models in deciphering a surprisingly wide range of phenomena such as artistic (super)stardom and shifts within art historical paradigms.
Background: Regular assessments play an important role in final course grades, accounting for 30% of the score, and can also help students achieve higher marks in the final exams. Students’ regular participation in online tests may reflect their self-study skills and time management abilities to achieve high scores in final exams. Objectives: This study aims to identify certain characteristics of students through their engagement in online regular tests in Biology-Genetics and to determine whether the frequency of studying on the online MCQ system affects their final exam results. Subjects and methods: A total data of 413 students who completed the final exam for this subject and participated in online regular tests during the first semester of the 2024-2025 academic year were analyzed. Statistical analyses were conducted using R, including descriptive statistics, Pearson’s Chi-squared test, Fisher’s exact test, Kruskal-Wallis rank sum test, and multivariable linear regression, with a significance level of p < 0.05. Conclusion: The study confirms the importance of completing online MCQ tests for students’ academic performance. Analysis using the Kruskal-Wallis rank sum test shows that higher frequency in completing tests is associated with better final exam scores ( p < 0.05). Moreover, the diligence of students in Traditional Medicine significantly contributes to higher final exam scores. Multivariable linear regression analysis explains 52.01% of the variation in students’ final exam scores. It indicates that the number of test attempts can improve average exam scores, with each attempt on Topic 5 increasing the average score by 0.12 points ( p < 0.05). Additionally, factors such as major, gender, course, and ethnicity also play important roles in explaining differences in academic performance. Understanding these factors will help educators design and implement more effective teaching and assessment methods to support student learning and improve their academic outcomes.
Objective
To evaluate the possible association between student final exam scores and student-reported measures of study time, sleep duration, perception of course difficulty, and grade satisfaction.
Methods
A 4-item questionnaire was administered to 354 3rd-quarter students during finals week. Students were asked to report their study time, sleep duration the night prior to the exam, and perception of course difficulty as well as grade satisfaction using a 5-point Likert scale response prior to taking the exam. The relationship between exam scores from the immunology and endocrinology courses and those 4 items were analyzed.
Results
We found the grade satisfaction and total scores before the final exam and sleep duration had a positive relationship with final exam scores (immunology: r = .29, r = .56, and r = .22, p < .01; endocrinology: r = .41, r = .42, and r = .26, p < .01). In contrast, a negative relationship between the perceptions of course difficulty and the final exam score was found (immunology: p < .01, r = −.15; endocrinology: p < .01, r = −.32). Surprisingly, study time did have a significant correlation with final exam scores (p > .05).
Conclusion
Adequate sleep the night prior to an examination was positively associated with the exam scores. Study time for the final exam did not correlate with final exam scores. There may be a need for schools to consider the potential impact student sleep habits have on academic performance and to distribute this information to students.
Background
The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data.
Aims
Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied the causality of these relations by analysing the dynamics between motivation and achievement (rather than examining them as individual constructs) when perceived achievement was experimentally manipulated.
Sample(s)
The study employed a short‐timeframe experiment in which 309 Dutch undergraduate students (M age = 19.89, SD = 2.08) learned new English vocabulary.
Methods
Their motivation, effort, and achievement were measured at multiple time points within one hour. Midway through the experiment, participants received manipulated feedback indicating an achievement decline, which was expected to influence their subsequent motivation, effort, and actual achievement. A random‐intercept cross‐lagged panel framework was employed to model how one construct influenced another over time.
Results
We found a unilateral effect of achievement on motivation (i.e., no reciprocity), which remained stable across the time points. Our experimental manipulation partially supported a causal interpretation of the unilateral achievement→motivation pathway. Additionally, no mediation effect of effort was identified: motivation was not associated with effort, nor was effort linked to achievement.
Conclusions
Our findings underscore the importance of further exploration of behavioural mediation pathways, a broad operationalization of motivation, and the application of appropriate modelling strategies to investigate the motivation‐achievement reciprocity.
Bu araştırmanın amacı, ulusal sınavlara hazırlık sürecinde destekleyici hazırlık kurslarını farklı paydaşların perspektifinden değerlendirmektir. Araştırma ilişkisel tarama deseninde betimsel bir çalışmadır. Çalışmanın katılımcıları tabakalı küme örnekleme yöntemiyle belirlenen, 12. Sınıf lise öğrencileri, üniversite birinci sınıf öğrencileri ve lise öğretmenleridir. Veri toplama araçları olarak; kişisel bilgi formu, ölçek ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel verilerin analizinde betimsel istatistikler, nitel verilerin analizinde ise içerik analizi ve betimsel analizden faydalanılmıştır. Araştırmanın bulgularında, lise son sınıf öğrencileri, lisans öğrencileri ve öğretmenlerin, üniversite sınavına çalışma süresi ve kurslara harcanması gereken paraya ilişken benzer fikirlere sahip oldukları, sınava hazırlanma sürecinde; üç grubunda bireysel çalışmanın en yararlı yol olduğunu ifade ettikleri, alınan eğitimin niteliğin bakımından öğretmenlerin lise ve lisans öğrencilerine kıyasla daha olumlu algıya sahip oldukları belirlenmiştir. Ayrıca üniversite sınavının sonucuna yönelik beklentide, öğretmenlerin ve lise öğrencilerinin daha olumlu düşünceye sahip oldukları görülmüştür. Üç katılımcı grubunun da sınavın kendileri üzerinde duygusal açıdan olumsuz etkiler yarattığını bildirdikleri ve hem öğrencilerin hem de öğretmenlerin görüşüne göre bu sınavın geleceği belirleyen önemli bir aşama olduğu sonucuna ulaşılmıştır.
This PhD thesis uses mixed methods case study methodologies to examine the wants, needs, preferences, and the ways in which students engage with learning whilst studying within Social Informal Learning Spaces on a UK Higher Education Institution campus.
Introduction: The benefits of physical fitness have been widely known in many domains of wellness. Components of health-related physical fitness are cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition. Objective: To determine correlation between physical activity, physical fitness and academic achievement of school students and to find the difference of physical fitness status of boys and girls. Method: The study was conducted in 3 different schools of North Delhi. Four hundred Students were selected in the age group of 15 to 18 years. Their prior semester's final percentage grades were used to assess their academic performance. Body composition fat percentage, grip strength, abdominal muscle endurance and flexibility was determined using BMI (Body Mass Index), Skin Fold Caliper Method, hand held dynamometer, curl ups and, sit-and-reach test respectively. Cardiovascular fitness was assessed using the 20-meter shuttle run test. Result: Physical activity and academic achievement were positively correlated (p <0.05). Additionally, the results revealed a substantial inverse relationship between academic achievement and aerobic capacity (r=-0.447), body mass index (r=-0.265), fat percentage (r=-0.371), and grip strength (r=-0.254). Academic achievement, flexibility and endurance did not significantly correlate (p>0.05). For each of the variables, there was a significant difference between boys and girls (p <0.05). Conclusion: Study showed a significant correlation between specific components of physical fitness and academic achievement. Physical fitness is a factor in determining academic achievement, so programmes designed to encourage physical exercise in schools should focus on fitness in addition to promoting excellence in academic scores.
Keefektifan Metode Belajar Deliberate Practice Terhadap Keterampilan Membaca Cerita Siswa Kelas V SD Negeri 78 Bakke Kabupaten Soppeng. Penelitian ini bertujuan untuk mengetahui keefektifan penerapan metode belajar deliberate practice terhadap keterampilan membaca cerita siswa kelas V SD Negeri 78 Bakke Kabupaten Soppeng ajaran 2022/2023. Penelitian ini merupakan penelitian eksperimen berbentuk eksperimental design menggunakan one group pretest posttest yang hanya memiliki satu kelompok subjek yang dilaksanakan tanpa adanya kelompok pembanding dan diberikan perlakuan menggunakan metode pembelajaran Delierate Practice. Variabel dalam penelitian ini terdiri dari variabel bebas yaitu metode pembelajaran Delierate Practice dan variabel terikat yaitu keterampilan membaca cerita siswa kelas V SD Negeri 78 Bakke berjumlah 15 siswa. Teknik analisis data menggunaka uji-t untuk menguji efektifitas penggunaan metode pembelajaran Deliberate Practice terhadap keterampilan membaca siswa. Hasil penelitian dengan analisis statik inferensial dengan menggunakan uji-t diketahui bahwa keterampilan membaca cerita siswa meningkat, hal ini terlibat dimana t hitung lebih besar dari t tabel, sehingga dapat disimpulkan bahwa penggunaan metode deliberate practice efektif terhadap keterampilan membaca cerita siswa kelas V SD Negeri 8 Bakke Kabupaten Soppeng.
This book was the first handbook where the world's foremost 'experts on expertise' reviewed our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.
Two studies investigated the role of deliberate practice in the maintenance of cognitive–motor skills in expert and accomplished amateur pianists. Older expert and amateur pianists showed the normal pattern of large age-related reductions in standard measures of general processing speed. Performance on music-related tasks showed similar age-graded decline for amateur pianists but not for expert pianists, whose average performance level was only slightly below that of young expert pianists. The degree of maintenance of relevant pianistic skills for older expert pianists was predicted by the amount of deliberate practice during later adulthood. The role of deliberate practice in the active maintenance of superior domain-specific performance in spite of general age-related decline is discussed.
The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.
The relation between college grades and self-reported amount of effort was examined in four major and several minor investigations
of undergraduates in a large state university. Grades were operationalized mainly by using grade point average (GPA), though
in one investigation grades in a particular course were the focus. Effort was measured in several different ways, ranging
from student estimates of typical study over the term to reports of study on specific days. Despite evidence that these self-reports
provide meaningful estimates of actual studying, there is at best only a very small relation between amount of studying and
grades, as compared to the considerably stronger and more monotonic relations between grades and both aptitude measures and
self-reported class attendance. The plausible assumption that college grades reflect student effort to an important extent
does not receive much support from these investigations. This raises a larger question about the extent to which rewards are
linked to effort in other areas of life—a connection often assumed but seldom investigated.
Theories arguing that specific skills are acquired through extended practice cannot easily account for some musicians’ ability to perform unfamiliar music without preparation at first sight (sight-reading). This study identified the source of individual differences in this ability among expert pianists by relating component abilities of sight-reading and biographical indicators of skill acquisition to actual sight-reading performance. Sixteen advanced pianists of comparable skill played music without rehearsal (sight-reading) and after brief rehearsal (accompanying). Performances were paced by a recorded melody line. Pianists then performed experimental tasks designed to capture isolated subskills of sight-reading such as improvisation, recall, and kinesthetic ability. Sight-reading and accompanying performance correlated significantly with performance on the component tasks and with interview data on subjects’ training background, including the accumulated amount of time spent with accompanying-related activities and the size of accompanying repertoire. After controlling for the effects of subskills, age, professional specialization, and an indicator of general pianistic skill, accumulated accompanying experience and size of accompanying repertoire still accounted for significant unique variance in sight-reading and accompanying performance. Individual differences in unrehearsed performance among expert pianists reflect the consequences of domain-relevant activities (accompanying) and deliberate skill-building efforts (increase in size of relevant repertoire).
The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the quality of writing considered self-satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption of goals for mastering writing skills. Neither level of writing instruction nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on personal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and through its impact on personal goal setting. These paths of influence were interpreted in terms of a social cognitive theory of academic self-regulation.
Most scholars and teachers accept, as part of the natural order of the universe, a strong relationship between study efforts and students' academic performance. Yet, the only systematic investigation of this relationship a 12-year project at the University of Michigan, repeatedly found little to no correlation between hours studied and grades. The study presented here replicated parts of this project but did so with a different conceptualization of effort. This new perspective views effort as the outcome of an "academic ethic," a student worldview that emphasizes diligent, daily, and sober study. This article shows how this concept can be operationalized and measured and provides evidence for its existence among some students at Illinois State University. It then shows a significant and meaningful relationship between methodical, disciplined study and academic performance. It closes by considering how the selectivity of colleges and universities would affect the findings and suggests some new directions for research.
Although the topic of academic studying has been neglected historically, researchers interested in academic self-regulation have undertaken a program of research with important implications for understanding how academic studying can be optimized. In this article, I present a conceptualization of this topic in terms of 6 underlying dimensions that students can self-regulate using specific processes. Extensive anecdotal evidence is described indicating that similar self-regulatory processes are used by experts in such diverse disciplines as music, sports, and professional writing. These descriptions reveal that self-regulatory processes are not only important during initial development of a skill but also during subsequent performance of it in naturalistic settings. Finally, research on the beneficial effects of self-regulated studying is recounted on academic motivation as well as achievement, and a cyclical self-regulatory model for study skill instruction in regular classrooms is presented.
The influences of modeling and social feedback on the acquisition of writing revision were studied with 72 college students. Students watching a coping female model gradually improving her writing technique on a sentence-combining task were hypothesized to surpass students observing a mastery model perform the technique flawlessly on a writing-skill measure and an array of self-regulatory measures, such as self-satisfaction reactions, self-efficacy perceptions, and intrinsic interest in the task. Students observing a mastery model were expected, in turn, to surpass those learning without the benefit of modeling on these same measures. Support for both hypotheses was found. Social feedback during enactive performance assisted learners from all modeling groups in acquiring writing and self-regulatory skills. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A prospective study tested the hypothesis that college grade point average (GPA) would be predicted by time-management practices. 90 college students completed a time-management questionnaire in 1983; their high school Scholastic Aptitude Test (SAT) scores were obtained from college records. Principal-components analysis of the 35-item time-management instrument revealed 3 components. In 1987 (4 yrs later) each student's cumulative GPA was obtained from college records. Regression analyses showed that 2 time-management components were significant predictors of cumulative GPA (
R–2 = .21) and accounted for more variance than did SAT scores (increment in
R–2 = .05). It is concluded that time-management practices may influence college achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies examined achievement goals as predictors of self-reported cognitive/metacognitive and motivational study strategies and tested these study strategies as mediators of the relationship between achievement goals and exam performance in the normatively graded college classroom. The results support hypotheses generated from the trichotomous achievement goal framework. Mastery goals are positive predictors of deep processing, persistence, and effort; performance-approach goals are positive predictors of surface processing, persistence, effort, and exam performance; and performance-avoidance goals are positive predictors of surface processing and disorganization and negative predictors of deep processing and exam performance. Persistence and effort mediate the relationship between performance-approach goals and exam performance, whereas disorganization mediates the relationship between performance-avoidance goals and exam performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies tested the theory of deliberate practice (K. A. Ericsson et al, 1993) and contrasted results with the sport commitment model (T. K. Scanlan et al, 1993a, 1993b). In Part I, international (mean age 25.6 yrs), national (mean age 24.0 yrs), and provincial (mean age 25.4 yrs) soccer and field hockey players recalled the amount of time they spent in individual and team practice, sport-related activities, and everyday activities at the start of their career and every 3 years since. In Part II, these activities were rated in terms of their relevance for improving performance, effort and concentration required, and enjoyment. A monotonic relationship between accumulated individual plus team practice and skill level was found. In contrast with Ericsson et al's findings for musicians, relevant activities were also enjoyable, while concentration became a separate dimension from effort. The viability of a generalized theory of expertise is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Conducted 10 experiments to evaluate the notion of "depth of processing" in human memory. Undergraduate Ss were asked questions concerning the physical, phonemic, or semantic characteristics of a long series of words; this initial question phase was followed by an unexpected retention test for the words. It was hypothesized that "deeper" (semantic) questions would take longer to answer and be associated with higher retention of the target words. These ideas were confirmed by the 1st 4 experiments. Exps V-X showed (a) it is the qualitative nature of a word's encoding which determines retention, not processing time as such; and (b) retention of words given positive and negative decisions was equalized when the encoding questions were equally salient or congruous for both types of decision. While "depth" (the qualitative nature of the encoding) serves a useful descriptive purpose, results are better described in terms of the degree of elaboration of the encoded trace. Finally, results have implications for an analysis of learning in terms of its constituent encoding operations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We recorded attendance for 57 students in an introductory psychology class by having them sign in at each class meeting, For the remaining 57 students, we counted the number of students attending, but kept no record of individual attendance. Students who signed in attended classes more often (absenteeism decreased by one third), and their grades on weekly multiple-choice quizzes were higher, even on questions based on material covered in the text but not in lectures. Thus, simply recording attendance (without awarding course credit for attendance) increased both attendance and overall academic performance.
The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 yrs. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-regulation supposedly plays a central role in memory and learning, especially for adults. Research using simple materials has found that adults are skilled self-regulators. Research using difficult materials has found the opposite. Using difficult materials, the authors attempted to improve college students' self-regulation by allowing extended study time before taking a test. The authors also examined whether background knowledge and note-taking strategies would be positively related to self-regulation. Results indicated that college students were not good at self-regulation, background knowledge and note taking were not related to self-regulation, and note taking and background knowledge were generally better predictors of test performance than self-regulation. Results imply that test performance is more related to note taking and background knowledge than to self-regulation.
A new interview procedure is proposed for collecting valid information on the acquisition of high-level performance in sport. The procedure elicits verifiable information on the development of athletes' achievements in their primary sport, as well as factors that might influence performance, including involvement in other sporting activities, injuries, physical growth and quality of training resources. Interviewed athletes also describe their engagement in specific training and other relevant activities during each year of their development as well as how they experienced each type of activity. The collected information is then examined to identify those aspects of the athletes' recall of their development that meet criteria of reliability and validity. Recommendations to coaches and scientists are discussed for how retrospective interviews can uncover aspects of development that distinguish elite from less accomplished athletes.
Expert and exceptional performance are shown to be mediated by cognitive and perceptual-motor skills and by domain-specific physiological and anatomical adaptations. The highest levels of human performance in different domains can only be attained after around ten years of extended, daily amounts of deliberate practice activities. Laboratory analyses of expert performance in many domains such as chess, medicine, auditing, computer programming, bridge, physics, sports, typing, juggling, dance, and music reveal maximal adaptations of experts to domain-specific constraints. For example, acquired anticipatory skills circumvent general limits on reaction time, and distinctive memory skills allow a domain-specific expansion of working memory capacity to support planning, reasoning, and evaluation. Many of the mechanisms of superior expert performance serve the dual purpose of mediating experts' current performance and of allowing continued improvement of this performance in response to informative feedback during practice activities.
Extracts available on Google Books (see link below). For integral text, go to publisher's website : http://www.elsevierdirect.com/product.jsp?isbn=9780121098902
Questionnaire data regarding study time, work time, and study habits, as well as transcript data, were gathered for 190 lower division science and engineering majors. A multiple regression analysis showed that the best predictor of grade point average was a question asking the extent to which students completed assigned work prior to examinations. Variables which added significantly to the prediction equation were ACT entrance exam scores, the estimated number of hours students spent studying per week, and high school GPAs. The data also indicated that students who hold part-time jobs spend about the same amount of time studying as those who do not.
In an assessment of the relations between test anxiety, study behavior, and academic performance Allen, Lerner, and Hinrichsen (1972) found that self-reported study behaviors added significantly to personality measures and high school rank as predictors of grade point average (GPA). Ss in this investigation recorded study-relevant behaviors (e.g., number of uninterrupted minutes spent studying per week) for one semester, and it was noted that such data are susceptible to distortion for various reasons. Thus, a crossvalidation study using Ss' estimates of study-relevant behaviors was done which constituted a partial replication of the Allen, et al. (1972) work. This was done in order to determine whether Ss' estimates of these variables predict GPA as well as supposed records of the same events. During the eighth week of the semester 81 female and 63 male undergraduates enrolled in an introductory psychology course recorded their estimates of the following five variables: average amount of time spent studying per day, average number of interruptions during a study session, average number of days per week on which study occurred, average amount of time spent studying each time S sat down to study, and average length of each interruption. Ss also completed three measures of test anxiety: the Anxiety Differential (Husek & Alexander, 1963), Achievement Anxiety Test (Alpert & Haber, 1960), and the Test Anxiety Scale (Sarason, 1957). The Alpert scale is a composite one designed to measure the facilitating (AAT+) and debilitating (AAT-) effects of test anxiety. A stepwise multiple regression indicated the best predictor of GPA was Verbal SAT scores (R = 215). Variables which significantly increased R (McNemar, 1969, p. 321) were Effective Study Time Per Week (R = .65; F = 7.18, df = 2/135, p < .001) and AAT+ (R = .73; F = 2.61, df = 3/135, fi < .05). These results indicate that estimated self-reported study behaviors may be as useful predictors of GPA as supposedly ongoing records of same. The results further suggest the validity of using study-relevant variables and measures of test anxiety as predictors of academic performance.
Ces deux articles traitent des travaux de recherche concernant les efforts et le temps de travail consacres aux etudes par les etudiants dans l'en- seignement superieur et les resultats obtenus aux examens. Les auteurs debattent de la finalite de l'etude mais egalement des points de methodologie employes dans leurs recherches respectives
This study examines the possibility that specification errors contribute to the Schuman et al (1985) findings of a weak relationship
between study time and college grades. Our analyses investigate both main and interactive effects, measures of quantity and
quality of study, and various context-specific models of college grades. In contrast to previous findings, we observe significant
main and interactive effects of academic effort on college grades.
In a single-subject design one white male in his late twenties who was a nontraditional student and attending college for the first time recorded the amount of time he spent in each class and outside of class on preparation. The grades were taken from his transcript for approximately six years. 52 grades were collected (45 As, 7 Bs). Chi squared indicated that as the number of class hours increased, grades tended to drop to Bs. Pearson correlations indicated, when class hours increased, grades decreased. Also, when class hours increased or decreased, home hours increased and decreased. There was no significant correlation between home times and grades, but a significant negative correlation obtained between number of graduate hours and GPA, showing GPA decreased when graduate hours increased.
This study was concerned with the degree of re lationship between academic achievement, as as sessed by college grade-point average, and infor mation-processing habits relevant to learning, as as sessed by the scales of the Inventory of Learning Processes (ILP). The ILP scales of Synthesis-Analy sis, Fact Retention, and Elaborative Processing were significantly related to GPA and scores on the American College Testing (ACT) Program Assess ment. Thus, the successful student seems to process information in depth and encode it elaboratively, while simultaneously retaining the details of the original information. Unexpectedly, the Study Methods scale demonstrated a small but significant negative relationship with ACT scores. A path analysis suggested that the effects which Fact Re tention and Elaborative Processing have upon GPA are mainly direct, while the effect of Synthesis- Analysis is mostly interpreted by ACT.
Current research on goal orientation and self-regulated learning suggests a general framework for examining learning and motivation in academic contexts. Moreover, there are some important generalizations that are emerging from this research. It seems clear that an approach-mastery goal orientation is generally adaptive for cognition, motivation, learning, and performance. The roles of the other goal orientations need to be explored more carefully in empirical research, but the general framework of mastery and performance goals seems to provide a useful way to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning. There is much theoretical and empirical work to be done, but the current models and frameworks are productive and should lead to research on classroom learning that is both theoretically grounded and pedagogically useful.
Questions connected with the regulation of one's own cognitive processes attract increasing numbers of researchers in psychology, as evidenced by the several different models of self-regulation that have been developed over the past two decades. The aim of this article was to present and compare the latest models of self-regulated learning (SRL), including those by Boekaerts, Borkowski, Pintrich, Winne and Zimmerman. The models were compared on four criteria (i.e. background theories, definitions of SRL, components included in the models and empirical work). The results show that theoretical background is an important differentiating feature. The two models that resembled each other more than any other two models (i.e. Pintrich and Zimmerman) were inspired by the same background theory (i.e. social cognitive theory). On the other hand, the models that differed most from the other models (i.e. Borkowski and Winne) were also theoretically the farthest removed ones.
summarize the [author's] argument [on development of musical performance expertise]: / 1. music seems to be biologically constitutive of early human functioning / 2. music education in Western cultures produces a dismal field of achievement / 3. heritability estimates, where available, are low / 4. technical expertise within the conservatoire culture requires practice levels far in excess of cultural norms because of its unique properties with respect to particular instruments and the specific requirements of that culture to master a technically demanding canon / 5. such practice is sustained by external motivators in the early years, but by increasing development of internal sources through development
6. expressive expertise has rationality and develops through practice / 7. significant individual differences in expression are noticed by teachers at early stages in instrumental learning / 8. unlike technique, expression has characteristics that are similar to extramusical activities (bodily and emotional gestures) / 9. this creates opportunities for learning by analogy / 10. a whole range of plausible factors can influence the ease of uptake of this analogy / 11. the articulation and investigation of these factors constitutes a progressive agenda for the scientific study of musical skill
what can we know about inheritance of musical ability / technical vs expressive aspects of music performance / deconstructing the talent account of expression (PsycINFO Database Record (c) 2012 APA, all rights reserved)
the major problem confronting the scientific investigation of extraordinary achievements and their creative nature is their uniqueness / by focusing instead on the highly replicable skills of exceptional performers (e.g., professional musicians) one can identify high (expert) levels of performance . . . that correspond to phenomena that are more tractable to analysis with scientific methods / the principal question addressed here is how expert performers attain a successful adaptation to the demands of the critical activities in the corresponding domain
in some domains of expertise such as individual sport events (e.g., running the 100-meter dash), the performance is measured by absolute units of time / in other domains, performance is evaluated in relative terms through comparison with other contemporary performers (e.g., gymnastics) / propose methods for measuring and describing even these types of expert performance by absolute standards that are independent of the social and historical context of the studied expert performance / discuss the following characteristics of expert performance: (a) its reliability, (b) its reproducibility in the laboratory, and (c) its measurement in absolute terms
expert performance as an empirical phenomenon / deliberate practice: a broader view (PsycINFO Database Record (c) 2012 APA, all rights reserved)
look at the practice activities of skilled wrestlers and figure skaters from the deliberate practice framework developed by K. A. Ericsson, R. T. Krampe, and C. Tesch-Römer (1993) / looks at practice in wrestlers of different skill levels to determine whether the framework of deliberate practice applies to an activity very different from the domain of music in which it was first investigated / considers what expert coaches consider to be the most important factors in producing world-class skaters, and how they structure practices / compares wrestlers and skaters to the violinists and pianists studied by Ericsson et al (1993) / [describe] a golfer who, we argue, shows the limits to what can be accomplished purely through deliberate practice (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reports some unexpected byproducts of experiments with chess-playing tasks and computer simulation of skilled performance and problem solving. First, the theory of the processes used by expert chess players in discovering checkmating combinations and the MATER computer simulation of these processes are reviewed. Next phenomena involving the perceptual bases of mastery in chess and eye movements at the chess board are described. Perceptual processes were evaluated by way of the MATER program, and a new program, PERCEIVER, was used to explain the eye movement phenomenon. To further refine the above findings, other more sophisticated simulation programs were introduced. Findings indicate that acquisition of chess skills depends, in large part, on building up recognition memory for many familiar chess patterns. (26 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined factors associated with academic time use and academic performance of college students (mean age 21 yrs). In the study 65% of the students were male out of 79 students (majority of students were White juniors and seniors). There were 2 instruments used in the study: a time diary which provides accurate information and the Time Management Behavior Scale (TMB) which assessed behaviors critical to the construct of time management. Results revealed that time management skills and study time were positively associated with quarter GPA for college students. GPA increased only 0.025 points per additional study hour per week, suggesting that study time must increase substantially for GPA to improve noticeably. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The highest levels of performance and achievement in sports, games, arts, and sciences have always been an object of fascination, but only within the last couple of decades have scientists been studying these empirical phenomena within a general theoretical framework.
[This book] brings together [research] on specific domains of expertise and related theoretical issues, such as the importance of individual differences in ability and innate talent for attaining expert levels of performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter contains section titled:
(from the chapter) summarize some of the findings on expertise in chess / the theme being stressed is the opportunity for trading off knowledge and search to reach a single goal: skilled play / first, the extensive search capabilities of nonhuman chess players, computer chess programs, will be examined / psychological investigations of human chess skill will then be reviewed to contrast the ways in which the two "species" achieve expertise the knowledge base that humans have developed about chess will be assessed, using encyclopedic sources concerning the three phases of chess: the opening, the middle game, and the end game / look at whether knowledge accumulation and training in chess have meant better play, both over time and across chess federations / the extent to which an understanding of chess skill can be of assistance in understanding other types of human skill will be briefly discussed (PsycINFO Database Record (c) 2000 APA, all rights reserved)
Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.
Two studies investigated the role of deliberate practice in the maintenance of cognitive-motor skills in expert and accomplished amateur pianists. Older expert and amateur pianists showed the normal pattern of large age-related reductions in standard measures of general processing speed. Performance on music-related tasks showed similar age-graded decline for amateur pianists but not for expert pianists, whose average performance level was only slightly below that of young expert pianists. The degree of maintenance of relevant pianistic skills for older expert pianists was predicted by the amount of deliberate practice during later adulthood. The role of deliberate practice in the active maintenance of superior domain-specific performance in spite of general age-related decline is discussed.
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students' knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.
The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games
- J L Starkes
- J Deakin
- F Allard
- N J Hodges
- A Hayes
Starkes, J. L., Deakin, J., Allard, F., Hodges, N. J., & Hayes, A. (1996). Deliberate practice in sports:
What is it anyway?. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert
performance in the arts and sciences, sports, and games (pp. 81-106). Mahwah, NJ: Erlbaum.
Tracing the development of athletes using retrospective interview methods: A proposed interview and validation procedure for reported information
- J Cô Té
- K A Ericsson
- M Beamer
Cô té, J., Ericsson, K. A., & Beamer, M. (2004). Tracing the development of athletes using retrospective
interview methods: A proposed interview and validation procedure for reported information. Journal
of Applied Sport Psychology, 16(4).
Students’ effort and reward in college settings
- Schuman