Effort's relation to achievement differs by operationalization: quality-of-learning effort shows a positive link, quantity-of-learning effort is weak, conditional, or negative¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When effort is measured as quality of learning there is some evidence of a positive link with achievement, whereas quantity-of-learning effort is weak, significant only after controlling for quality, or negative (labour-in-vain effect). → Vu 2021

Evidence¶

Vu 2021¶

Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Jansen, T. W. P. J., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2021). Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09616-7

q2 · i? · review · r2

The review's synthesis of non-longitudinal studies reports that with effort as quality of learning "there is some evidence for a positive link between academic achievement and effort" (Trigwell et al., 2013), but quantity-of-learning effort shows weak, conditional, or even negative relations (labour-in-vain effect). Longitudinal mediator studies (Marsh et al., 2016; Pinxten et al., 2014; Trautwein et al., 2009) yielded mixed findings on subjective effort.

"However, when effort is measured as a quantity of learning (such as study time, practice time, time-on-task, persistence, etc.), this relationship seems either weak or only significant after controlling for quality of learning"

Discussion¶

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