Role of Immediate Feedback in a Personalized System of Instruction: Evidence of a Negative Impact

1985 ◽  
Vol 56 (3) ◽  
pp. 947-954 ◽  
Author(s):  
Frances M. Haemmerlie
Keyword(s):  
College Students ◽  
Feedback Control ◽  
Negative Impact ◽  
Feedback Condition ◽  
Personalized Instruction ◽  
Immediate Feedback ◽  
Personalized System Of Instruction ◽  
Personalized System ◽  
Measures Of Performance

The longstanding emphasis on immediate feedback in Personalized System of Instruction techniques was considered. Two studies investigated the effects of various feedback intervals in personalized instruction on measures of performance, retention, and preference of college students. The first study ( N = 10) indicated that an after-each-item feedback condition more negatively affected performance, preference, and recall than did feedback provided after the examination. Findings of the second study ( N = 12) replicated this effect by comparing after-each-item feedback with after-the-exam feedback and feedback given the next day with a minimal-feedback control condition. In all cases, feedback after-each-item provided the worst results. Further, even though both showed better effects on recall than did the control condition, after-the-examination and next-day-feedback conditions did not differ.

Numerosity Discrimination of Tactile Stimuli

1976 ◽  
Vol 42 (2) ◽  
pp. 671-674 ◽  
Author(s):  
Thomas B. Posey ◽  
Michael R. James
Keyword(s):  
College Students ◽  
Feedback Control ◽  
Control Group ◽  
Immediate Feedback ◽  
Numerosity Discrimination ◽  
Group Feedback ◽  
Tactile Stimuli ◽  
Discrimination Level ◽  
Correct Discrimination

The ability of 40 college students to discriminate the number of tactile stimuli presented simultaneously was measured in two experiments. Stimulation was provided by 12 solenoids fixed to points on the arms and legs. Exp. I showed a mean correct discrimination level of between 1.55 and 2.10 solenoids. Exp. II compared discrimination of numerosity by a group who received immediate feedback with a no-feedback control group. Feedback produced a small increase in this ability. However, the most stimulation points correctly discriminated did not exceed three. The data are discussed in terms of the possible role of cutaneous masking.

Financial Literacy of Indian Youth: A Study on the Twin Cities of Hyderabad–Secunderabad

2016 ◽  
Vol 6 (2) ◽  
pp. 132-147
Author(s):  
Mousumi Singha Mahapatra ◽  
Swati Alok ◽  
Jayasree Raveendran
Keyword(s):  
College Students ◽  
Financial Literacy ◽  
Financial Planning ◽  
Parental Influence ◽  
Negative Impact ◽  
Positive Impact ◽  
Twin Cities ◽  
Different Types ◽  
The Status

A person’s capability to manage financial matters has become important in today’s world. Availability of different types of sophisticated financial products coupled with the complexity and increased uncertainty of the economy and financial markets have generated a strong move to measure and study financial literacy among investors. The present article aims to analyze the status of financial literacy of college students with three identified antecedents, namely, socio-demographic characteristics, parental influence and attitude towards financial planning. A sample of 425 students from various colleges of the Hyderabad–Secunderabad region was studied to understand the role of the identified antecedents on financial literacy. The results of logistic regression analysis support the hypothesis that financial literacy of Indian college students is influenced by their socio-demographic characters, parental influence and their attitude towards financial planning. While both socio-demographic and parental influences have a positive impact on financial literacy, attitude towards financial planning is observed to have a negative impact.

scholarly journals Social Exclusion and Impulsive Buying among Chinese College Students: The Mediating Role of Self-Esteem and The Moderating Role of Risk Preference

2021 ◽  
Author(s):  
Haocheng Luo ◽  
Jiarong Chen ◽  
Shengnan Li ◽  
Yangang Nie ◽  
Guodong Wang
Keyword(s):  
College Students ◽  
Social Exclusion ◽  
Negative Impact ◽  
Risk Preference ◽  
Self Esteem ◽  
Negative Consequences ◽  
Mediating Role ◽  
Impulsive Buying ◽  
The Relationship

With the development of science and technology, buying has become much easier. At the same time, however, impulsive buying has many negative consequences for college students, and the causes of impulsive buying should therefore be explored. To explore the relationship between social exclusion and impulsive buying and its underlying mechanism, this study used the Social Exclusion Scale, Self-Esteem Scale, Risk Preference Scale, and Impulsive Buying Scale to investigate the roles of self-esteem and risk preference in the relationship between social exclusion and impulsive buying among 768 college students (387 were female, Mage = 20.25 years). The results were as follows: (1) when controlling for gender, age, family monthly income, and monthly living expenses, social exclusion significantly and positively predicted impulsive buying; (2) self-esteem played a mediating role between social exclusion and impulsive buying; (3) risk preference moderated the relationship between the second half of the mediating path and the direct path. These results reveal the mechanism underlying impulsive buying in college students, that is, social exclusion will predict the decrease of college students' self-esteem, and low self-esteem will further predict college students' impulsive buying which is a way for them to gain a sense of self-worth. Relatively low risk preference can well alleviate the negative impact of social exclusion and low self-esteem on impulsive buying. What’s more, these results have implications for impulsive buying interventions. Schools should aim to create a good peer atmosphere by making certain rules that help to reduce social exclusion and parents and education departments should cultivate students’ risk awareness to avoid risk behaviors in college students, such as impulsive buying behavior.

Behavior Shaping Techniques and Personalized Instruction in an Archery Class

1976 ◽  
Vol 43 (3) ◽  
pp. 913-914
Author(s):  
Steve Davis ◽  
Leonard Hersh ◽  
James Nevitt
Keyword(s):  
T Test ◽  
Pretest Score ◽  
Personalized Instruction ◽  
Personalized System Of Instruction ◽  
Behavior Shaping ◽  
Personalized System

The five aspects of Keller's Personalized System of Instruction were applied in the setting of an archery class. Two groups of 9 undergraduates each matched on pretest score were given practice sessions shooting arrows at standard targets or at special “sun” targets that progressively went from large to small as the student improved in score. A t test for matched groups was significant. The findings suggest that Keller's method adapted in this fashion enhances acquisition of archery skills.

scholarly journals The Effect of Exercise Duration on Mobile Phone Dependence among College Students: The Mediating Role of Self-Control

2021 ◽  
Vol 5 (8) ◽  
pp. 6-11
Author(s):  
Weihang Huo
Keyword(s):  
College Students ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Negative Impact ◽  
Positive Impact ◽  
Exercise Duration ◽  
Self Control ◽  
Mediating Role ◽  
The Social

This research focused on the social concern of college students’ participation in physical exercise and mobile phone dependence. The research model and hypotheses in this study were constructed based on the self-control theory and by reviewing previous research. This research distributed questionnaires to 207 college students from a university in Guangzhou, China to obtain relevant data. Mediation analysis was employed to test the four hypotheses drawn from empirical and conceptual research. The results of this research showed that first, the longer the exercise duration of college students, the higher the level of their self-control, thus exercise duration has a significant positive impact on self-control. Second, increasing the exercise duration of college students had no effect on their mobile phone dependence. Third, the higher the level of self-control, the lower the dependence on mobile phones, thus signifying that self-control has significantly negative impact on mobile phone dependence. Fourth, self-control plays a mediating role in the effect of exercise duration on mobile phone dependence. In conclusion, the longer the exercise duration of college students, the higher the level of self-control, in which it is able to significantly reduce the dependence on mobile phones.

Merging Microcomputers and Personalized Instruction

1983 ◽  
Vol 38 ◽  
pp. 13-15
Author(s):  
Michael Steinman
Keyword(s):  
Personalized Instruction ◽  
Personalized System Of Instruction ◽  
Personalized System ◽  
Common Situation

Somewhere around the corner is that better classroom: a place where students are motivated to learn our material and we, the instructors, gain satisfaction from helping them master it. Efforts to turn that corner are nowhere more difficult than in the larger classroom. How can we motivate individual students when there are so many of them that it is hard to remember their faces let alone their names? How can we evaluate each student's work when there are other courses to teach, research to do, committees to serve on, and families to cherish? This essay describes my attempt to deal with this all too common situation by merging a Personalized System of Instruction (PSI) strategy with the use of microcomputers.

Merging Microcomputers and Personalized Instruction

1983 ◽  
Vol 38 ◽  
pp. 13-15
Author(s):  
Michael Steinman
Keyword(s):  
Personalized Instruction ◽  
Personalized System Of Instruction ◽  
Personalized System ◽  
Common Situation

Somewhere around the corner is that better classroom: a place where students are motivated to learn our material and we, the instructors, gain satisfaction from helping them master it. Efforts to turn that corner are nowhere more difficult than in the larger classroom. How can we motivate individual students when there are so many of them that it is hard to remember their faces let alone their names? How can we evaluate each student's work when there are other courses to teach, research to do, committees to serve on, and families to cherish? This essay describes my attempt to deal with this all too common situation by merging a Personalized System of Instruction (PSI) strategy with the use of microcomputers.

scholarly journals Sexual aggressions in college students: the role of alcohol and rape myths

2009 ◽  
Vol 2 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Mónica Romero-Sánchez ◽  
Jesús L. Megías
Keyword(s):  
College Students ◽  
Sexual Violence ◽  
Negative Impact ◽  
Rape Myths ◽  
Intervention Programs ◽  
Sexual Assaults ◽  
Prevention And Intervention ◽  
University Population ◽  
Erroneous Beliefs

In this paper we attempt to show the most significant aspects in the literature on sexual assaults in college students. Specifically, this review focuses on the role of alcohol and the myths or beliefs about rape, as some of these factors produce great negative impact on victims, decreasing their motivation to report incidents, and increasing self-blaming. The work is organized in three sections: a) reviewing the problem, b) the role of alcohol in the occurrence of sexual violence, and c) the influence of erroneous beliefs and myths built around the rape. Finally, some reflections are made on the efforts that must be done by research, to get a better understanding of the occurrence of sexual assaults on university population, in order to develop prevention and intervention programs more effective

Reducing Procrastination through Required Course Involvement

1986 ◽  
Vol 13 (3) ◽  
pp. 128-130 ◽  
Author(s):  
Richard Wesp
Keyword(s):  
Individual Differences ◽  
Student Learning ◽  
Testing Procedure ◽  
Learning Rate ◽  
Personalized Instruction ◽  
Personalized System Of Instruction ◽  
Course Work ◽  
Personalized System

Two courses using a personalized system of instruction required daily quizzing or self-initiated quizzing. Students in the daily quizzing section completed course work more rapidly and earned higher grades than did students in the completely self-paced course. The daily testing procedure used with the personalized course appears to be effective in reducing student procrastination without disregarding individual differences in student learning rate. The results suggest that required quizzing may assist students in managing their time in personalized instruction courses.

scholarly journals Social Exclusion and Impulsive Buying among Chinese College Students: The Mediating Role of Self-Esteem and the Moderating Role of Risk Preference

2021 ◽  
Vol 18 (21) ◽  
pp. 11027
Author(s):  
Haocheng Luo ◽  
Jiarong Chen ◽  
Shengnan Li ◽  
Yangang Nie ◽  
Guodong Wang
Keyword(s):  
College Students ◽  
Social Exclusion ◽  
Negative Impact ◽  
Risk Preference ◽  
Self Esteem ◽  
Negative Consequences ◽  
Mediating Role ◽  
Impulsive Buying ◽  
The Relationship

With the development of science and technology, buying has become much easier. At the same time, however, impulsive buying has many negative consequences for college students, such as dissatisfaction and debt; the causes of impulsive buying should, therefore, be explored urgently. There are numerous empirical studies indicating that social exclusion may be a potential factor of impulsive buying, and the underlying mechanisms of this association remain unclear. In this study, we used the Social Exclusion Scale, Self-Esteem Scale, Risk Preference Scale, and Impulsive Buying Scale, as well as a cross-sectional design to investigate the roles of self-esteem and risk preference in the relationship between social exclusion and impulsive buying among 768 college students (387 were female, Mage = 20.25 years). The results were as follows: (1) when controlling for gender, age, family monthly income, and monthly living expenses, social exclusion significantly and positively predicted impulsive buying; (2) self-esteem played a mediating role between social exclusion and impulsive buying; (3) risk preference moderated the relationship between the second half of the mediating path and the direct path. These results reveal the mechanism underlying impulsive buying in college students, that is, social exclusion will predict the decrease in college students’ self-esteem, and low self-esteem will further predict college students’ impulsive buying, which is a way for them to gain a sense of self-worth. Relatively low risk preference can well alleviate the negative impact of social exclusion and low self-esteem on impulsive buying. What is more, these results have implications for impulsive buying interventions and preventions. Schools should aim to create a good peer atmosphere by implementing certain rules that help to reduce social exclusion, and parents and education departments should cultivate students’ risk awareness to avoid risk behaviors in college students, such as impulsive buying behavior. This study fills the research gap regarding college students’ impulsive buying and explores its internal psychological mechanism.

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