The "LO"-Down on Grit: Non-Cognitive Trait Assessments Fail to Predict Learning Gains in iSTART and W-Pal [Konferenzbericht] Paper presented at the International Conference on Learning Analytics & Knowledge (8th, Mar 2018).

Autor/inn/en	McCarthy, Kathryn S.; Likens, Aaron D.; Kopp, Kristopher K.; Perret, Cecile A.; Watanabe, Micah; McNamara, Danielle S.
Titel	The "LO"-Down on Grit: Non-Cognitive Trait Assessments Fail to Predict Learning Gains in iSTART and W-Pal [Konferenzbericht] Paper presented at the International Conference on Learning Analytics & Knowledge (8th, Mar 2018).
Quelle	(2018), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Persistence; Individual Characteristics; Reading Skills; Performance; Correlation; Intelligent Tutoring Systems; Essays; Reading Comprehension; Scores; Cognitive Style; High School Students; Pretests Posttests; Reading Tests; Motivation; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Ausdauer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Reading skill; Lesefertigkeit; Achievement; Leistung; Korrelation; Intelligentes Tutorsystem; Essay; Aufsatzunterricht; Leseverstehen; Cognitive styles; Kognitiver Stil; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesetest; psychologische; Motivation (psychologisch)
Abstract	The current study explored relations between non-cognitive traits (Grit, Learning Orientation, Performance Orientation), reading skill, and performance across three experiments conducted in the context of two intelligent tutoring systems, iSTART and Writing Pal. Results showed that learning outcomes (comprehension score, holistic essay score) were moderately to strongly correlated with reading skill. In contrast, these outcomes only weakly correlated with learning orientation (LO) and were unrelated to either Grit or performance orientation (PO). Further, regression analyses indicated that none of the noncognitive traits predicted learning gains. We open the discussion of these findings in the context of theoretical perspectives, construct validity and reliability, and large scale assessment. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01