Identifying individual differences using log-file analysis: Distributed learning as mediator between conscientiousness and exam grades.

Autor/inn/en	Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete
Titel	Identifying individual differences using log-file analysis: Distributed learning as mediator between conscientiousness and exam grades. Gefälligkeitsübersetzung: Identifizierung individueller Unterschiede durch Logfile-Analyse: Verteiltes Lernen als Vermittler zwischen Gewissenhaftigkeit und Prüfungsnoten (DeepL).
Quelle	In: Learning and individual differences, (2018) 65, S. 112-122Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2018.05.019
Schlagwörter	Kognitive Kompetenz; Lerngewohnheit; Lernmethode; Unterweisung; Computerunterstütztes Verfahren; Gewissen; Bachelor-Studiengang; Fernstudium; E-Learning; Individueller Unterschied; Leistung; Selbstkontrolle; Student
Abstract	Studied predictors for online learning success at the college level. Weekly log-files regarding the use of the course-related learning management system and grades from a sample of 424 college students enrolled in an online class were analyzed. Two subsamples completed additional assessments including the German version of the Big Five Inventory (BFI-2), the Giessener Cognitive Competence Test (GkKT), and provided their high school grades. Results revealed that better exam grades were associated with distributed learning throughout the course, the use of self-tests, and better high school grades. Although there was no direct effect, conscientiousness was found to mediate grades via its influence on distributed learning. Less conscientious students postponed studying until shortly before the final exam and averaged lower grades. In conclusion, suggestions for improving online educational success are offered. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/4