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(Personen: "Brod," und "Garvin")
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Who benefits from computerized learning progress assessment in reading education? Evidence from a […]
Schmitterer, A. M. A.; Tetzlaff, Leonard D.; Hasselhorn, Marcus; Brod, Garvin
Journal Article
| In: Journal of Computer Assisted Learning | 2023
43966 Endnote
Author(s):
Schmitterer, A. M. A.; Tetzlaff, Leonard D.; Hasselhorn, Marcus; Brod, Garvin
Title:
Who benefits from computerized learning progress assessment in reading education? Evidence from a two-cohort pre-post design
In:
Journal of Computer Assisted Learning, (2023) , S. online first
DOI:
10.1111/jcal.12851
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12851
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Background: Learning Progress Assessments (LPA) have been developed to help teachers individualize their curriculum. The use of LPA is facilitated by an increasing number of computerized LPA tools. However, little is known about student factors that influence the effectiveness of computerized LPA. Objectives: In this study, we explored whether a computerized LPA that focused on reading comprehension was differentially effective depending on students' initial reading comprehension abilities. Moreover, effects of the LPA implementation on underlying or related form-based literacy skills (i.e., decoding, spelling) were explored. Methods: The development of reading and spelling skills of 668 third graders was assessed in 41 LPA and 36 control classes in a pretest-posttest design. We used multi-level modelling to analyse effects of the LPA on reading comprehension, decoding, and spelling skills, and tested whether these effects were qualified by students' initial achievement level. Results: The LPA treatment proved beneficial for improving reading comprehension but not for improving decoding or spelling. Children with low levels of reading comprehension at the beginning of the school year benefitted particularly from LPA. Takeaways: Teachers seem to make use of the data offered by the computerized LPA to identify children with reading comprehension difficulties. For these children, an accelerated increase in reading comprehension ability was observed. Results also suggest that this effect is specific to the literacy skill measured by the LPA and does not generalize to underlying or related literacy skills (i.e., decoding, spelling). (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen
Prediction error and memory across the lifespan
Shing, Yee Lee; Brod, Garvin; Greve, Andrea
Journal Article
| In: Neuroscience and Biobehavioral Reviews | 2023
44377 Endnote
Author(s):
Shing, Yee Lee; Brod, Garvin; Greve, Andrea
Title:
Prediction error and memory across the lifespan
In:
Neuroscience and Biobehavioral Reviews, (2023) , S. 105462
DOI:
10.1016/j.neubiorev.2023.105462
URL:
https://www.sciencedirect.com/science/article/pii/S0149763423004311
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
DIPF-Departments:
Bildung und Entwicklung
Modeling interactions between multivariate learner characteristics and interventions. A […]
Tetzlaff, Leonard; Schmitterer, Alexandra; Hartmann, Ulrike; Brod, Garvin
Journal Article
| In: Educational Psychology Review | 2023
44376 Endnote
Author(s):
Tetzlaff, Leonard; Schmitterer, Alexandra; Hartmann, Ulrike; Brod, Garvin
Title:
Modeling interactions between multivariate learner characteristics and interventions. A person-centered approach
In:
Educational Psychology Review, 35 (2023) , S. 112
DOI:
10.1007/s10648-023-09830-5
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Demonstrating the differential effectiveness of instructional approaches for learners is difficult because learners differ on multiple dimensions. The present study tests a person-centered approach to investigating differential effectiveness, in this case of reading instruction. In N = 517 German third-grade students, latent profile analy- sis identified four subgroups that differed across multiple characteristics consistent with the simple view of reading: poor decoders, poor comprehenders, poor readers, and good readers. Over a school year, different instructional foci showed differen- tial effectiveness for students in these different profiles. An instructional focus on vocabulary primarily benefited good readers at the expense of poor decoders and poor comprehenders, while a focus on advanced reading abilities benefitted poor comprehenders at the expense of poor decoders and good readers. These findings are in contrast to those obtained by multiple regression, which, focusing on only one learner characteristic at a time, would have suggested different and potentially misleading implications for instruction. This study provides initial evidence for the advantages of a person-centered approach to examining differential effectiveness.
DIPF-Departments:
Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen
A multi-study examination of intra-individual feedback loops between competence and value beliefs, […]
Theobald, Maria; Bäulke, Lisa; Bellhäuser, Henrik; Breitwieser, Jasmin; Mattes, Björn; […]
Journal Article
| In: Contemporary Educational Psychology | 2023
43960 Endnote
Author(s):
Theobald, Maria; Bäulke, Lisa; Bellhäuser, Henrik; Breitwieser, Jasmin; Mattes, Björn; Brod, Garvin; Daumiller, Martin; Dresel, Markus; Liborius, Patrick; Nückles, Matthias
Title:
A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement
In:
Contemporary Educational Psychology, 74 (2023) , S. 102208
DOI:
10.1016/j.cedpsych.2023.102208
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k = 23,448 observations). Pre-registered hypotheses were tested across the five studies and aggregated using meta-analytic methods. Results provided support for virtuous circles in self-regulated learning: Students who reported higher competence and value beliefs in one study session reported higher goal achievement, and higher goal achievement predicted higher competence and value beliefs in the subsequent study session. Results provided only partial support for a vicious circle: Procrastination was associated with lower goal achievement but goal achievement did not predict subsequent procrastination. The results have theoretical implications for models of self-regulated learning and methodological implications for the design of experience sampling studies.
DIPF-Departments:
Bildung und Entwicklung
Überraschung als Konzept in der psychologischen Theorienbildung
Brod, Garvin
Journal Article
| In: Ungesagtes | 2023
44512 Endnote
Author(s):
Brod, Garvin
Title:
Überraschung als Konzept in der psychologischen Theorienbildung
In:
Ungesagtes, (2023) , S. 7
URL:
https://www.diejungeakademie.de/media/pages/publikationen/ungesagtes/40ee367c3a-1676539007/jam29-web.pdf#page=7
Publication Type:
3b. Beiträge in weiteren Zeitschriften; Journale - Verbandsmitteilungen - Bulletins - Interviews
Language:
Deutsch
DIPF-Departments:
Bildung und Entwicklung
What do children need to succeed in self-regulated learning? A co-design study on educational […]
Amaefule, Chimezie O.; Britzwein, Jan; Yip, Jason C.; Brod, Garvin
Working Papers
| 2023
44738 Endnote
Author(s):
Amaefule, Chimezie O.; Britzwein, Jan; Yip, Jason C.; Brod, Garvin
Title:
What do children need to succeed in self-regulated learning? A co-design study on educational technology
Published:
Charlottesville; VA: PsyArXiv, 2023
DOI:
10.31234/osf.io/3ea2m
URL:
https://osf.io/preprints/psyarxiv/3ea2m
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Englisch
Abstract (english):
Self-regulated learning (SRL) involves processes by which learners purposefully direct their cognitions, emotions, and behaviors towards the achievement of personal learning goals. Research has shown that young learners often struggle with SRL. Educational technology could be useful to support their SRL. However, it remains unclear how support mechanisms can be best adapted to the needs of children. Adopting a participatory design (PD) approach involving an intergenerational design team of six children (ages 10-12) and three adult facilitators, we explored children's perspectives on factors that facilitate or hinder their SRL, and what kinds of support they desire. The study consisted of three in-person co-design sessions (one per week) lasting about 90 minutes each over three weeks. The sessions centered on brainstorming needs, evaluating existing technology, ideating and designing paper prototypes of study-planner apps. Our findings indicate that children primarily voice the need for support to better organize their study and to keep focused on the learning task at hand. They also make it clear that SRL support systems must be designed to be attractive and fun. Children's subsequent evaluation of app features and the prototypes which they designed were consistent with these needs. Taken together, our study indicates that children have clear and consistent preferences for SRL support with educational technology. By including children in the design process, we can ensure that educational technologies effectively meet their needs, enhance their learning experiences, and promote self-regulation and academic success.
DIPF-Departments:
Bildung und Entwicklung
Feedback loops of students' goal appraisals and achievement emotions during exam preparation
Berweger, Belinda; Breitwieser, Jasmin; Kracke, Bärbel; Brod, Garvin; Dietrich, Julia
Working Papers
| 2023
43942 Endnote
Author(s):
Berweger, Belinda; Breitwieser, Jasmin; Kracke, Bärbel; Brod, Garvin; Dietrich, Julia
Title:
Feedback loops of students' goal appraisals and achievement emotions during exam preparation
Published:
Trier: Leibniz-Institut für Psychologie, 2023
DOI:
10.23668/psycharchives.12692
URL:
https://psycharchives.org/en/item/277419d2-068e-442e-a73c-2e34fb9d1d36
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Englisch
Abstract:
The control-value theory of achievement emotions (Pekrun, 2006) posits that emotions and appraisals of control and value influence each other over time. The aim of the present study is to test such reciprocal links between students' appraisals (i.e., goal importance, expectancy, and control beliefs) and achievement emotions (i.e., enjoyment, anxiety, anger, boredom, and pride) across multiple time points over a time span of 40 days. Analyses in this study will be based on existing intensive longitudinal data of medical students who used a digital learning platform to prepare for their second state exam. The sample consisted of N = 340 students (70.83 % female; MAge = 25.99) and a total of 9,581 learning situations. To test our reciprocal models, we will use Dynamic Structrual Equation Modeling (DSEM; Asparouhov, Hamaker, & Muthén, 2018). We will estimate autoregressions (i.e., carry-over effects) to examine the stability of the emotions and appraisal variables within and between days. Furthermore, we will test cross-lagged effects of appraisal-emotion links from before to after learning within a day and from one day to the next. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Designing an app to enhance children's planning skills. A case for personalized technology
Biedermann, Daniel; Breitwieser, Jasmin; Nobbe, Lea; Drachsler, Hendrik; Brod, Garvin
Working Papers
| 2023
43943 Endnote
Author(s):
Biedermann, Daniel; Breitwieser, Jasmin; Nobbe, Lea; Drachsler, Hendrik; Brod, Garvin
Title:
Designing an app to enhance children's planning skills. A case for personalized technology
Published:
Charlottesville; VA: PsyArXiv Preprints, 2023
DOI:
10.31234/osf.io/ak3d7
URL:
https://osf.io/preprints/psyarxiv/ak3d7/
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Englisch
Abstract:
Planning is an important but difficult self-regulation strategy. The successful implementation of a plan requires that the plan is retrievable in everyday life when it is needed. Children in particular are unlikely to use effective strategies to internalize plans in a way that makes them easy to remember. Therefore, we designed PROMPT, a planning app to help children create and internalize plans effectively. The app included different internalization activities that were hypothesized to promote deeper or shallower processing of plans. School-aged children (N = 106, 9-14 years) used PROMPT for 27 days in their daily lives. Contrary to our hypotheses, the type of internalization activity was not associated with memory success overall. Deeper processing activities were only effective for children who spent more time performing these activities, suggesting that there were differences in how effectively children could make use of the internalization activities. These individual differences were predicted by children's grade level and their analogical reasoning abilities, and mediated by time on task. Findings suggest that a child-appropriate planning app needs to be personalized to be effective; internalization activities have to be tailored to children's learning prerequisites. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Informationszentrum Bildung
Predicting learning. Understanding the role of executive functions in children's belief revision […]
Colantonio, Joseph; Theobald, Maria; Bascandziev, Igor; Brod, Garvin; Bonawitz, Elizabeth
Working Papers
| 2023
44513 Endnote
Author(s):
Colantonio, Joseph; Theobald, Maria; Bascandziev, Igor; Brod, Garvin; Bonawitz, Elizabeth
Title:
Predicting learning. Understanding the role of executive functions in children's belief revision using Bayesian models
Published:
Charlottesville; VA: PsyArXiv Preprints, 2023
DOI:
10.31234/osf.io/v3xaz
URL:
https://osf.io/preprints/psyarxiv/v3xaz
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Englisch
Abstract:
There are many processes that support scientific reasoning. For example, one recent finding is that when children are prompted to engage in predicting an event's outcome, learning is boosted as compared to learners who are prompted to evaluate it post hoc. One possible explanation for this "prediction boost" is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still-developing executive functions. In this paper, we combine multiple analytic approaches to investigate the potential role of executive functions in elementary school-aged children's science learning. We present an experiment that investigates children's science learning during a water displacement task where a "prediction boost" had previously been observed - children either made an explicit prediction or evaluated an event post hoc (i.e., postdiction). In this paper we consider the relation of executive function measures and learning, which were collected following the main experiment. Via mixed effects regression models, we find that stronger executive function skills, (i.e., stronger inhibition and switching scores), were associated with higher accuracy in Postdiction but not in the Prediction Condition. Using a theory-based Bayesian model, we fit children's individual performance on the learning task (capturing "belief flexibility"), comparing this "flexibility" to the other measures to understand the relationship between belief revision, executive function, and prediction. Children in the Prediction Condition showed near ceiling "belief flexibility" scores, and significantly higher than children in the Postdiction Condition. We also found a significant correlation between children's executive function measures (as given by inhibition and switching in the posttest) to our "belief flexibility" parameter, but only for children in the Postdiction Condition. These results indicate that when children are providing responses post hoc, they may require stronger metacognitive capacities to navigate the learning task. Additionally they suggest that, especially for individuals who might otherwise struggle due to still-developing executive functions, the prediction boost is explained by increased flexibility in the belief revision process.
DIPF-Departments:
Bildung und Entwicklung
Smartphone reminders to study. A double-edged sword?
Nobbe, Lea; Breitwieser, Jasmin; Biedermann, Daniel; Brod, Garvin
Working Papers
| 2023
44514 Endnote
Author(s):
Nobbe, Lea; Breitwieser, Jasmin; Biedermann, Daniel; Brod, Garvin
Title:
Smartphone reminders to study. A double-edged sword?
Published:
Charlottesville; VA: PsyArXiv, 2023
DOI:
10.31234/osf.io/392xu
URL:
https://osf.io/preprints/psyarxiv/392xu
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Englisch
Abstract (english):
Reminders are a popular feature in smartphone apps designed to promote desirable behaviors that are best performed regularly. But can they also promote students' use of effective study strategies such as distributing study sessions? In the present study with 85 lower secondary school students aged 10-12, we combined a smartphone-based micro-randomized trial with logfile data of a vocabulary learning app. Students received reminders on some days during the 36-day intervention period. Findings suggest that reminders can be a double-edged sword: Students were more likely to study on days they received a reminder compared to days when they did not receive a reminder. However, when compared to a control group that never received reminders, the effect was not due to students studying more frequently on days with reminders. Instead, they studied less frequently on days without reminders than students in the control group. This effect increased over the study period, with students becoming increasingly less likely to study on days without reminders. Taken together, these results suggest a detrimental side effect of reminders: students become overly reliant on them.
DIPF-Departments:
Bildung und Entwicklung
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