Agenda-Based Regulation of Study-Time Allocation: When Agendas Override Item-Based Monitoring

Autor/inn/en	Ariel, Robert; Dunlosky, John; Bailey, Heather
Titel	Agenda-Based Regulation of Study-Time Allocation: When Agendas Override Item-Based Monitoring
Quelle	In: Journal of Experimental Psychology: General, 138 (2009) 3, S.432-447 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-3445
DOI	10.1037/a0015928
Schlagwörter	Test Items; Time Management; Item Analysis; Rewards; Difficulty Level; Experiments; Models; Introductory Courses; Educational Psychology; College Students; Higher Education; Statistical Analysis; Individualized Instruction; Pacing; Short Term Memory; Stimuli + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Zeitmanagement; Itemanalyse; Reward; Belohnung; Schwierigkeitsgrad; Erprobung; Analogiemodell; Einführungskurs; Erziehungspsychologie; Pädagogische Psychologie; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistische Analyse; Individualisierender Unterricht; Lerntempo; Kurzzeitgedächtnis; Anreizsystem
Abstract	Theories of self-regulated study assume that learners monitor item difficulty when making decisions about which items to select for study. To complement such theories, the authors propose an agenda-based regulation (ABR) model in which learners' study decisions are guided by an agenda that learners develop to prioritize items for study, given their goals and task constraints. Across 4 experiments, the authors orthogonally manipulated 1 task constraint--the reward structure of the task--with objective item difficulty, so that learners could use either item difficulty or potential reward in deciding how to allocate their study time. Learners studied items, were tested, and then selected half the items for restudy. As predicted by the ABR model, reward structure drove item selection more than did item difficulty, which demonstrates learners' agendas can override the effects of monitoring item difficulty in the allocation of study time. (Contains 4 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10