Self-Monitoring and Self-Reinforcement of Studying by College Students

1977 ◽  
Vol 40 (1) ◽  
pp. 103-108 ◽  
Author(s):  
James L. Tichenor
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Natural Environment ◽  
Test Performance ◽  
Test Scores ◽  
Test Score ◽  
Experimental Period ◽  
Self Monitoring ◽  
Significant Difference ◽  
Psychology Course

The present study involves examination of self-monitoring and self-reinforcement of studying to partial out the relative contributions of self-monitoring and self-reinforcement to change of behavior in number of minutes studied and test score. Undergraduate students were divided into groups and were asked to observe and record the number of minutes studied for an introductory psychology course. Reinforcers were points toward the student's course grade. It was predicted that study output would increase and thereby increase scores on course tests. After a 6-wk. experimental period, those students who self-reinforced in their natural environment significantly increased their study time. There was no significant difference between groups in test scores. These findings suggest self-reinforcement in a naturalistic context may increase time of study but not grades. The lack of relationship between time in study and test performance was discussed.

Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students

2013 ◽  
Vol 37 (4) ◽  
pp. 292-297 ◽  
Author(s):  
S. S. Bruce-Low ◽  
S. Burnet ◽  
K. Arber ◽  
D. Price ◽  
L. Webster ◽  
...  
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Test Performance ◽  
Mixed Model ◽  
Learning And Teaching ◽  
Sports Science ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Science Group

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course ( n = 28) and medical course ( n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses ( P < 0.001), methods ( P = 0.01), and trials ( P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

Instructions for Three Levels of Reward and Creativity Test Scores of College Students

1976 ◽  
Vol 38 (2) ◽  
pp. 411-414 ◽  
Author(s):  
Randy S. Cox ◽  
William R. Nash ◽  
Michael J. Ash
Keyword(s):  
College Students ◽  
Test Scores ◽  
Creative Thinking ◽  
Junior College ◽  
Not Given ◽  
Final Grade ◽  
School Settings ◽  
Psychology Course ◽  
Junior College Students ◽  
Credit Points

118 junior college students were administered the Unusual Uses sub-test of the Torrance Tests of Creative Thinking. Students from three intact classes received instructions indicating three levels of reward while a fourth group served as a control and was not given such instructions. The instructions included the offer of extra credit points toward their final grade in an introductory psychology course. The Unusual Uses test yielded scores of Fluency, Flexibility, and Originality for each subject. No significant differences were found between groups on any of the three creativity scores. An additional analysis yielded no significant sex or sex by treatment interactions. Conclusions concerning the possibility of these instructions eliciting stress or anxiety in the subjects were discussed along with supporting literature, due to an apparent trend toward depression of scores by the experimental groups. Implications of using reward instructions in school settings were also examined.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

2020 ◽  
pp. 009862832096478
Author(s):  
Jacqueline Goldman ◽  
Benjamin C. Heddy ◽  
Jenel Cavazos
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Value Theory ◽  
Introductory Psychology ◽  
Drop Out ◽  
Academic Challenges ◽  
Psychology Courses ◽  
Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

Predictors of Academic-Related Stress in College Students: An Examination of Coping, Social Support, Parenting, and Anxiety

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
Kimberly Renk ◽  
Tara Smith
Keyword(s):  
Social Support ◽  
College Students ◽  
Undergraduate Students ◽  
Parenting Style ◽  
Self Report ◽  
Mothers And Fathers ◽  
College Career ◽  
Study Results ◽  
Related Stress ◽  
Psychology Course

This study examined potential predictors of the academic-related stress experienced by college students. In particular, the relationships among the coping strategies used by college students, social support, the parenting style used by college students’ mothers and fathers, college students’ experience of anxiety, and academic-related stress were examined. Ninety-three undergraduate students enrolled in a psychology course at a large southeastern university completed a series of self-report questionnaires that measured the variables under study. Results suggested that anxiety, problem-focused coping, and support from significant others may serve as potentially important predictors of the academic-related stress experienced by college students. Thus, identifying college students’ experience with these variables and addressing these variables in practical settings may help college students alleviate their experience of academic-related stress and have a less stressful, and possibly more fulfilling, college career.

Academic Performance in Adolescence after Inguinal Hernia Repair in Infancy

2011 ◽  
Vol 114 (5) ◽  
pp. 1076-1085 ◽  
Author(s):  
Tom G. Hansen ◽  
Jacob K. Pedersen ◽  
Steen W. Henneberg ◽  
Dorthe A. Pedersen ◽  
Jeffrey C. Murray ◽  
...  
Keyword(s):  
Academic Performance ◽  
Inguinal Hernia ◽  
Hernia Repair ◽  
Inguinal Hernia Repair ◽  
Test Scores ◽  
Odds Ratio ◽  
Test Score ◽  
Population Sample ◽  
Exposure Group ◽  
Significant Difference

Background Although animal studies have indicated that general anesthetics may result in widespread apoptotic neurodegeneration and neurocognitive impairment in the developing brain, results from human studies are scarce. We investigated the association between exposure to surgery and anesthesia for inguinal hernia repair in infancy and subsequent academic performance. Methods Using Danish birth cohorts from 1986-1990, we compared the academic performance of all children who had undergone inguinal hernia repair in infancy to a randomly selected, age-matched 5% population sample. Primary analysis compared average test scores at ninth grade adjusting for sex, birth weight, and paternal and maternal age and education. Secondary analysis compared the proportions of children not attaining test scores between the two groups. Results From 1986-1990 in Denmark, 2,689 children underwent inguinal hernia repair in infancy. A randomly selected, age-matched 5% population sample consists of 14,575 individuals. Although the exposure group performed worse than the control group (average score 0.26 lower; 95% CI, 0.21-0.31), after adjusting for known confounders, no statistically significant difference (-0.04; 95% CI, -0.09 to 0.01) between the exposure and control groups could be demonstrated. However, the odds ratio for test score nonattainment associated with inguinal hernia repair was 1.18 (95% CI, 1.04-1.35). Excluding from analyses children with other congenital malformations, the difference in mean test scores remained nearly unchanged (0.05; 95% CI, 0.00-0.11). In addition, the increased proportion of test score nonattainment within the exposure group was attenuated (odds ratio = 1.13; 95% CI, 0.98-1.31). Conclusion In the ethnically and socioeconomically homogeneous Danish population, we found no evidence that a single, relatively brief anesthetic exposure in connection with hernia repair in infancy reduced academic performance at age 15 or 16 yr after adjusting for known confounding factors. However, the higher test score nonattainment rate among the hernia group could suggest that a subgroup of these children are developmentally disadvantaged compared with the background population.

Self-monitoring enhances Wisconsin Card Sorting Test performance in patients with schizophrenia: Performance is improved by simply asking patients to verbalize their sorting strategy

2001 ◽  
Vol 7 (3) ◽  
pp. 344-352 ◽  
Author(s):  
WILLIAM PERRY ◽  
ERIC G. POTTERAT ◽  
DAVID L. BRAFF
Keyword(s):  
Test Performance ◽  
Executive Dysfunction ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Self Monitoring ◽  
Significant Difference ◽  
Wisconsin Card Sorting ◽  
Group 2 ◽  
Sorting Test ◽  
Group 1

Patients with schizophrenia have Wisconsin Card Sorting Test (WCST) deficits, which are commonly interpreted as reflecting frontal cortex-based executive dysfunction. One means of assessing the refractoriness of frontal-executive impairment is to utilize a training or modification strategy to improve WCST performance. In this study, 73 patients with schizophrenia were assigned to 1 of 2 groups. Group 1 received the standard WCST instructions for 64 cards (Condition 1). For the second 64-card deck, the patients were asked to verbalize the reason that they placed the card where they did after each sort (Condition 2). Group 2 received this modified instruction 1st (Condition 1) and then the standard instructions for the second deck (Condition 2). A group of normal comparison participants was also tested using standard instructions alone. Group 2 committed significantly fewer perseverative responses than did Group 1. Furthermore, there was no significant difference between Group 2 (Condition 1) and the normal participants. Group 1's performance improved when patients were exposed to the modified instructions (Condition 2). Additionally, poor premorbid factors and disorganized symptoms were associated with decreased benefit from the modified instructions across both groups. Cumulatively, these data suggest that a simple instruction may enhance executive function and impact WCST performance in patients with schizophrenia. (JINS, 2001, 7, 344–352.)

Student-centered physiology in high schools

2011 ◽  
Vol 35 (2) ◽  
pp. 161-167 ◽  
Author(s):  
Sowmya S. Anjur
Keyword(s):  
Test Performance ◽  
Test Score ◽  
Specific Test ◽  
Student Centered ◽  
Teacher Student ◽  
Significant Difference ◽  
Student Test ◽  
The Individual ◽  
Laboratory Experiences ◽  
Teacher Centered

Student test score percentages in the Physiology and Disease (PAD) course at the Illinois Mathematics and Science Academy, a high school for students of the state of Illinois gifted in math and science, were studied over a period of 5 yr. Inquiry-based laboratory experiences in the course were slowly converted during this time from partly student centered and mostly teacher led to completely student centered beginning in fall 2008. Quarterly analysis of the effect of increased inquiry upon average weekly report submissions of 400 students over 4 yr showed a significant improvement in submission ( P < 0.0002) between quarters 1 and 2 and also improvement from year to year between the academic years of 2006/2007 and 2009/2010 ( P < 0.0001). A comparison of student test score percentages from 346 students in 4 major tests showed a significant increase ( P = 0.0125) beginning in the academic year of 2008/2009, when the conversion of all laboratories in the course from partly student centered to completely student centered was concluded compared with scores over the 2 yr from 2006/2007 up to this point. There was also a significant difference ( P < 00001) in test score percentages between the individual tests themselves over the 4 yr studied. Taking the study a step further, the 35 students registered in the two PAD classes offered in the fall 2010 semester were divided in each of their classes into student-centered and teacher-centered groups, with the former designing all their experiments and the latter following instructions from the teacher. Student score percentages on specific test questions from the four major tests that focused on transfer of student understanding were compared between these two groups. There was a significant improvement ( P = 0.012) when students designed their own laboratories (student-centered group) compared with doing what the teacher asked (teacher-centered group). There was also a significant difference between these student score percentages among the individual tests ( P < 0.0001). These data suggest that an increase in student-centered experiments may lead to a corresponding increase in test performance on questions involving student transfer.

scholarly journals Cultivating a career: Effects of television binge-watching and character identification on college students’ goal occupations

2017 ◽  
Vol 3 (1) ◽  
pp. 48-53
Author(s):  
Jordan Alexis Morgan
Keyword(s):  
College Students ◽  
Career Choice ◽  
Undergraduate Students ◽  
Television Viewing ◽  
Indiana University ◽  
Life Choices ◽  
Television Shows ◽  
Significant Difference ◽  
Character Identification

This paper focuses on the effects that heavy television viewing can have on viewers’ life choices. Specifically, it investigates how television can influence their desires to be like favorite characters and to obtain a goal occupation that aligns with that of their favorite characters. This study surveyed undergraduate students at Indiana University to see if their favorite characters on popular career-based television shows could have influenced their major and career choice. Respondents were also surveyed to see if the act of binge watching heightened the likelihood of a viewer’s goal occupation that corresponding with the career of their favorite character. The results showed that there was some correspondence between favorite characters’ careers and viewers’ goal occupations. However, the results showed no significant difference in the effects of binge watching.

scholarly journals Online System Conciliation to Improve Knowledge and Perception of COVID-19 in the Local Community at Permata Bunda Hospital

2021 ◽  
Vol 8 (8) ◽  
pp. 203-206
Author(s):  
Gontar Almansyah Siregar ◽  
M. Fide ◽  
Ganis Siregar
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Local Community ◽  
Task Force ◽  
World Health ◽  
Public Knowledge ◽  
Cross Sectional ◽  
Online System ◽  
Significant Difference ◽  
Post Test

COVID-19 is a world health problem with the first cases found in Wuhan, China. This case progressed until there were reports of deaths and there was a spread outside China, including Indonesia. The Government of the Republic of Indonesia responded to this as an emergency response by establishing a task force to accelerate the handling of corona which functions to prevent, detect and respond to Covid -19. One form of prevention of transmission is to increase knowledge by conducting counseling. Method: Cross sectional study with 165 participants. This study uses a questionnaire measuring tool that is accessed online and analyzed into univariate and bivariate Result: There was a significant difference in people's knowledge before and after counseling with a value of p = 0.000. This is indicated by an increase in the post-test scores of participants who also experienced an increase after counseling with a mean post-test score of 74.2 compared to the pre-test score of 40.4. Conclusion: General Public knowledge and understanding of Covid-19 is still quite low so that counseling through the online system has succeeded in increasing public knowledge which can be seen from the post-test scores that have increased Keywords: COVID - 19, online, perception, knowledge.

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