Students who only kept learning diaries showed a decrease in their motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Diary-only students' motivation decreased over the course of the study. → Fabriz 2014

Evidence¶

Fabriz 2014¶

Fabriz, S., Dignath-van Ewijk, C., Poarch, G., Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. Eur J Psychol Educ, 29, 239–255. https://doi.org/10.1007/s10212-013-0196-z

q2 · i? · causal · r1

In the same four-course comparison with pre–post measures, the diary-only condition showed a decline in motivation; the article states these students "even showed a decrease in their motivation." No effect size or test statistic is printed in the available text.

"Those students who only kept learning diaries even showed a decrease in their motivation."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it
• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — related
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy — related