Students' Temporal Distributing of Learning Activities in Psychology Courses: Factors of Influence and Effects on the Metacognitive Learning Outcome

Autor/inn/en	Barenberg, Jonathan; Roeder, Ute-Regina; Dutke, Stephan
Titel	Students' Temporal Distributing of Learning Activities in Psychology Courses: Factors of Influence and Effects on the Metacognitive Learning Outcome
Quelle	In: Psychology Learning and Teaching, 17 (2018) 3, S.257-271 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725718769488
Schlagwörter	Study Habits; Metacognition; Learning Strategies; Pacing; Time Factors (Learning); Individual Differences; Educational Psychology; Courses; College Students + Suchen Sie Ihr Suchwort? Study behavior; Study behaviour; Studienverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lerntempo; Individueller Unterschied; Erziehungspsychologie; Pädagogische Psychologie; Kursangebot; Collegestudent
Abstract	Studies demonstrate that students' study behavior is frequently dysfunctional, because they tend to cram shortly before examinations. This behavior is antithetical to spaced learning and can impair academic achievement. We investigated the extent that the temporal distribution of learning activities (a) varies as a function of the organization of the course, (b) is subject to individual differences and (c) affects the metacognitive learning outcome. Participants of four lecture-like educational psychology courses (N = 259) were presented with learning materials stored on the university's online learning platform. New materials were published weekly and access to these materials was automatically registered. The students completed either a test at the end of the semester (in two end-term-test courses) or fulfilled written assignments throughout the semester (in two multiple-assignment courses). Students in the multiple-assignment courses accessed the materials more continuously than students in the end-term-test courses. Cluster analyses in the end-term-test courses revealed students primarily accessing the materials late in the semester and students accessing the materials continuously throughout the semester. Continuous access was associated with more accurate metacognitive monitoring. The results are discussed in the context of the relation between metacognitive monitoring and the regulation of study behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01