Dissonant combinations of regulation and processing strategies impair performance, and dissonance produces affective strain¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2·q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students combining external regulation with deep processing, or self-regulation with stepwise processing, performed much worse on a computer-presented study task than congruent combinations. → Vermunt 2004
q2 i? A discrepancy between meaning-directed conceptions and reproduction-directed strategies led to dissatisfaction and tension among advanced medical students. → Vermunt 2004 (2)
Evidence¶
Vermunt 2004¶
Vermunt, J. D. & Vermetten, Y. J. (2004). Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review. https://dspacelibrary.uu.nl/handle/1874/11958
q2 · i? · review · r2
Review reports Beishuizen et al. (1994) had Psychology students complete the ILS and perform a task with a study text on computer, forming four processing-regulation combination groups. Congruent combinations achieved good results; the incongruent combinations "performed much worse." No effect sizes printed.
"The results showed that students who combined self-regulation with deep processing, and students who combined external regulation with stepwise (“surface”) processing achieved good results on this task."
Vermunt 2004 (2)¶
Vermunt, J. D. & Vermetten, Y. J. (2004). Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review. https://dspacelibrary.uu.nl/handle/1874/11958
q2 · i? · review · r2
Review reports Lindblom-Yläne and Lonka (2000) found among advanced medical students in a traditional curriculum a discrepancy between meaning-directed conceptions and reproduction-directed strategies; interviews showed students changed their study practices. No effect sizes printed.
"This inner contradiction between beliefs and behavior led to a high level of dissatisfaction and tension among the students concerned."
Discussion¶
Learner Variables¶
- Affect Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Three learning profiles emerge among university students: organized-deep, unorganized-deep, and dissonant — related
- The dissonant profile scores lowest of all profiles on knowledge about cognition, but does not differ from the unorganized-deep profile on regulation of cognition — related
- Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dissonance-in-learning-patterns |
title |
Dissonant combinations of regulation and processing strategies impair performance, and dissonance produces affective strain |
description |
Dissonant combinations of regulation and processing strategies impair performance, and dissonance produces affective strain |
status |
review |
evidence_strength |
weak |
newest_evidence |
2004 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — vermunt-2004, vermunt-2004-2 |
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