scholarly journals Effects of Temporary Mark Withholding on Academic Performance

2021 ◽  
pp. 147572572199995
Author(s):  
Carolina E. Kuepper-Tetzel ◽  
Paul L. Gardner
Keyword(s):  
Academic Performance ◽  
Methodological Approach ◽  
Easy Access ◽  
Control Group ◽  
Positive Effects ◽  
Individual Feedback ◽  
And Performance ◽  
University Settings ◽  
Practical Implications ◽  
Similar Assessment

Although feedback engagement is important for learning, students often do not engage with provided feedback to inform future assignments. One factor for low feedback uptake is the easy access to grades. Thus, systematically delaying the grade release in favor of providing feedback first— temporary mark withholding—may increase students’ engagement with feedback. We tested the hypothesis that temporary mark withholding would have positive effects on (a) future academic performance (Experiments 1 and 2) and (b) feedback engagement (Experiment 2) in authentic psychology university settings. For Experiment 1, 116 Year 2 students were randomly assigned to either a Grade-before-feedback or Feedback-before-grade condition for their report in semester 1 and performance was measured on a similar assessment in semester 2. In Experiment 2, a Year 3 student cohort ( t) was provided with feedback on their lab report before marks were released in semester 1 (mark withholding group, N = 97) and compared to the previous Year 3 cohort ( t-1) where individual feedback and grades were released simultaneously (historical control group, N = 90). Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students’ feedback engagement in authentic higher education settings. Practical implications are discussed.

scholarly journals Examining the effects of interorganizational learning on performance: a meta-analysis

2018 ◽  
Vol 33 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Anni Rajala
Keyword(s):  
Meta Analysis ◽  
Moderating Effects ◽  
Interorganizational Learning ◽  
Content Type ◽  
Positive Effects ◽  
Research Designs ◽  
Different Types ◽  
And Performance ◽  
The Relationship ◽  
Practical Implications

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

scholarly journals Effects of Self-Talk Training on Competitive Anxiety, Self-Efficacy, Volitional Skills, and Performance: An Intervention Study with Junior Sub-Elite Athletes

Sports ◽  
2019 ◽  
Vol 7 (6) ◽  
pp. 148 ◽  
Author(s):  
Nadja Walter ◽  
Lucie Nikoleizig ◽  
Dorothee Alfermann
Keyword(s):  
Self Efficacy ◽  
Elite Athletes ◽  
Control Group ◽  
Short Term ◽  
Competitive Anxiety ◽  
Positive Effects ◽  
Self Talk ◽  
And Performance ◽  
The Impact

(1) Background: Self-talk (ST) is used to influence athletes’ thoughts, feelings, and behaviors. Samples of squad and competitive athletes are underrepresented, although research has proven the positive effects of ST in the context of sports. Thus, the present study focused on the impact of ST on psychological and performance outcomes of junior sub-elite athletes. (2) Methods: N = 117 athletes (55 females, 62 males; M = 16.0 years) were randomly assigned to either one of two experimental groups or to a control group (n = 30). The experimental groups received an ST intervention for either one week (n = 36) or eight weeks (n = 38), and the control group received no ST training. The dependent variables (competitive anxiety, volitional skills, self-efficacy, and coaches’ performance ratings) were assessed three times before and after the intervention. It was expected that (a) an ST intervention would reduce the competitive anxiety and increase volitional skills, self-efficacy, and performance; and, (b) long-term training would lead to higher effects than short-term training. (3) Results: As expected, ST training led to (less) somatic state anxiety and (higher) state self-confidence, self-optimization, self-efficacy, and performance. Additionally, long-term training was more effective than short-term training. (4) Conclusions: Targeted ST interventions may help to improve junior athletes’ psychological states and performance.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

2020 ◽  
Vol 14 (4) ◽  
pp. 26-42
Author(s):  
Preeta Hinduja ◽  
◽  
Martin Thomas
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Assessment As Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

Goal-Setting Protocol in Adherence to Exercise by Italian Adults

2002 ◽  
Vol 94 (2) ◽  
pp. 453-458 ◽  
Author(s):  
James J. Annesi
Keyword(s):  
Goal Setting ◽  
Exercise Program ◽  
Control Group ◽  
Personal Construct ◽  
Personal Construct Theory ◽  
Exercise Maintenance ◽  
Construct Theory ◽  
And Performance ◽  
Practical Implications

A goal-setting protocol, based on research in goal setting and performance and personal construct theory, was tested for its effect on adherence to a new exercise program. The Goal-setting group ( n = 50) had significantly less dropout (30%) than the control group ( n = 50) (74%). The Goal-setting group also had significantly better attendance ( p<.0001). Suggestions for increasing confidence in findings through further research and practical implications of using the protocol to improve exercise maintenance across settings were discussed.

The effectiveness of group counseling on prenatal care knowledge and performance of pregnant adolescents in a Kurdish region of Iran

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Farzaneh Soltani ◽  
Shahla shafaati ◽  
Soodabeh Aghababaei ◽  
Vida Samiei ◽  
Ghodratollah Roshanaei
Keyword(s):  
Prenatal Care ◽  
Group Counseling ◽  
Intervention Group ◽  
Health Centers ◽  
Control Group ◽  
Pregnant Adolescents ◽  
Positive Effects ◽  
Significant Difference ◽  
The Mean ◽  
And Performance

AbstractBackgroundPrenatal care in adolescents is one of the most important challenges worldwide, especially in the regions with a specific culture and traditions. The purpose of this study was to investigate the effectiveness of group counseling on knowledge and performance of pregnant adolescents in prenatal care in a Kurdish region in Iran.MethodsThis quasi-experimental study was conducted on pregnant adolescents attending in the health centers of Mahabad, a Kurdish city in Iran. Using a multi-stage cluster sampling method, after random selection of four health centers as the intervention and the control, primigravida adolescents with gestational age of 16–20 weeks filled out the demographic and midwifery characteristics questionnaire, as well as a prenatal care knowledge and performance of pregnant adolescents’ questionnaire. Then 102 pregnant adolescents (51 people in the control centers and 51 people in the intervention centers), who responded correctly to <50% of the questionnaire items were included in the study. Six sessions of group counseling about prenatal care were held for the intervention group. The control group received the routine prenatal care. Knowledge and performance of pregnant adolescents about prenatal care were compared inter and intra two groups 1 month after the end of the sessions through descriptive-analytic tests including chi-square, independent T and paired T tests.ResultsIn contrast to the control group, the mean scores of adolescents’ knowledge about prenatal care increased after the intervention (from 17.51 ± 5.93 to 24.67 ± 5.79) and showed significant difference to the control group (p < 0.05). In addition, the mean scores of adolescent care performance in the intervention group increased (from 5.80 ± 2.19 to 10.33 ± 2.55) and showed significant difference to the control group (p < 0.05).ConclusionThe results of the present study show the positive effects of prenatal care counseling on increasing knowledge and improving the performance of pregnant adolescents.

scholarly journals Prepartum administration of recombinant bovine somatotropin (rBST) on adaptation to subclinical ketosis of the ewes and performance of the lambs

2015 ◽  
Vol 67 (1) ◽  
pp. 103-108
Author(s):  
J.O. Feijó ◽  
A. Schneider ◽  
E. Schmitt ◽  
C.C. Brauner ◽  
C.F. Martins ◽  
...  
Keyword(s):  
Postpartum Period ◽  
Metabolic Profile ◽  
Bovine Somatotropin ◽  
Control Group ◽  
Subclinical Ketosis ◽  
Recombinant Bovine Somatotropin ◽  
Positive Effects ◽  
And Performance ◽  
And Control ◽  
Phosphorus Levels

The aim of this study was to determine the effect of prepartum rbST injection on the metabolic profile of pregnant ewes induced to subclinical ketosis, as well as the metabolism until seven days of life and weight gain until seven weeks of life of the lambs. Twenty seven pregnant ewes of the pantaneiro genetic group were used, divided into two groups: rbST group (n = 14) and control group (n = 13). The rbST group received two applications of 1 mg/kg of rbST, at 97 and 111 days gestation, while the control group received placebo injections. There were significant differences between groups in levels of GGT in the ketosis post induction period and BHB concentrations in the postpartum period. Concentrations of glucose, urea, phosphorus, albumin, cholesterol, AST, NEFA and insulin were not different between dams from the two groups in different periods of the study (P>0.05). There was an effect of rbST on body weight observed already at fourteen days of life (P<0.0001), there was an increase in serum phosphorus levels at birth of lambs (P=0.0014), and albumin at seven days of life (P = 0.0014) of the lambs, with no difference between groups for the other metabolites. Therefore, the use of rbST was effective in increasing the weight of the lambs until the seventh week of life. In addition, rbST treatment had positive effects on the dam metabolism with reduction of liver overload, as indicated by decreased GGT after ketosis induction and decreased BHB at the postpartum period.

scholarly journals Are changes in cardiorespiratory fitness resulting from physical activity interventions related to changes in executive function and academic performance in children and adolescents? A systematic review and meta-regression.

2019 ◽  
Author(s):  
Samuel Tuvey ◽  
James Steele ◽  
Elizabeth Horton ◽  
Xian Mayo ◽  
Gary Liguori ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Executive Function ◽  
Children And Adolescents ◽  
Cardiorespiratory Fitness ◽  
Control Group ◽  
Positive Effects ◽  
Meta Regression ◽  
The Impact

Physical activity (PA) interventions in children and adolescents are thought to improve cardiorespiratory fitness (CRF), and possibly executive function (EF), and academic performance (AP). It is thought that the impact of PA upon CRF might be associated with improved EF and AP. However, previous meta-analyses have not examined this relationships. Thus, we conducted a systematic review and meta-regression of intervention studies that reported a pre- and a post-intervention measure of CRF and AP and/or EF and included a control group. A total of 17 studies were included. PA interventions had the following main effects: 0.24 [95% CI=0.09, 0.40] for CRF; 0.11 [95% CI=-0.16, 0.38] for AP; and 0.02 [95% CI=-0.09, 0.13] for EF after removal of influential studies. Meta-regression for CRF changes upon EF outcomes suggested a small effect ranging from negative trivial to moderate (β = 0.26 [95% CI=-0.18, 0.70]). For CRF changes upon AP outcomes the estimate was trivial with poor precision ranging negative to positive large effects (β = -0.04 [95% CI=-1.52, 1.45]). Despite small positive effects upon CRF, the effects upon EF or AP are less clear. Further, it seems unlikely improvements in CRF from PA interventions are associated with changes EF or AP.

scholarly journals Linking Rubrics and Academic Performance: An Engagement Theory Perspective

2018 ◽  
Vol 15 (1) ◽  
pp. 5-22
Author(s):  
Julie Elizabeth Francis ◽  
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Performance ◽  
Engagement Theory ◽  
Potential Benefits ◽  
Improved Performance ◽  
And Performance ◽  
Student Grades ◽  
Practical Implications ◽  
Assessment Rubric

While marking rubrics offer a range of potential benefits for students and staff, educators are working to develop a richer understanding of the most effective ways to unlock these benefits. This study contributes by examining the link between rubrics and performance through the lens of student engagement. The work introduced an assessment rubric and examined student grades across three conditions: i) when students do/do not have the marking rubric, ii) when students do/do not engage with a discussion about how and why to use the rubric, and iii) when students do/do not engage with the rubric discussion plus additional resources. The results indicate that simply providing a rubric does not necessarily lift student performance whereas higher grades are evident when students engage with discussing the rubric. Further analysis showed that grades were ever higher when students engaged with the rubric discussion plus additional resources. The findings have practical implications for effectively using rubrics and fostering improved performance through student engagement.

Effects of a 6-Week Straw Phonation in Water Exercise Program on the Aging Voice

2020 ◽  
Vol 63 (4) ◽  
pp. 1018-1032
Author(s):  
Chia-Hsin Wu ◽  
Roger W. Chan
Keyword(s):  
Acoustic Analysis ◽  
Vocal Tract ◽  
Exercise Program ◽  
Analysis Of Covariance ◽  
Elderly Subjects ◽  
Control Group ◽  
Perceptual Evaluation ◽  
Positive Effects ◽  
Aging Voice ◽  
Before And After

Purpose Semi-occluded vocal tract (SOVT) exercises with tubes or straws have been widely used for a variety of voice disorders. Yet, the effects of longer periods of SOVT exercises (lasting for weeks) on the aging voice are not well understood. This study investigated the effects of a 6-week straw phonation in water (SPW) exercise program. Method Thirty-seven elderly subjects with self-perceived voice problems were assigned into two groups: (a) SPW exercises with six weekly sessions and home practice (experimental group) and (b) vocal hygiene education (control group). Before and after intervention (2 weeks after the completion of the exercise program), acoustic analysis, auditory–perceptual evaluation, and self-assessment of vocal impairment were conducted. Results Analysis of covariance revealed significant differences between the two groups in smoothed cepstral peak prominence measures, harmonics-to-noise ratio, the auditory–perceptual parameter of breathiness, and Voice Handicap Index-10 scores postintervention. No significant differences between the two groups were found for other measures. Conclusions Our results supported the positive effects of SOVT exercises for the aging voice, with a 6-week SPW exercise program being a clinical option. Future studies should involve long-term follow-up and additional outcome measures to better understand the efficacy of SOVT exercises, particularly SPW exercises, for the aging voice.

Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Unethical Behavior ◽  
The United States ◽  
Goal Commitment ◽  
Management Technique ◽  
Long Term Effects ◽  
Perceived Fairness ◽  
Negative Effects ◽  
Positive Effects ◽  
And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

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