Over a full term, aggregated lecture time decreases linearly while independent study time follows a negative quadratic trajectory, rising until the end of the lecture period and then declining¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Aggregated time-series trend analysis shows a significant linear decrease in lecture time and significant linear and quadratic effects for independent study time over the 22-week term. → Liborius 2019
Evidence¶
Liborius 2019¶
Liborius, P., Bellhäuser, H., & Schmitz, B. (2019). What makes a good study day? An intraindividual study on university students' time investment by means of time-series analyses. Learning and Instruction, 60, 310-321. https://doi.org/10.1016/j.learninstruc.2017.10.006
q2 · i? · associational · r2
Aggregated time-series trend analysis across 105 students' daily diary records over 154 days. The article reports "a significant linear effect for lecture time" and significant linear and quadratic effects for independent study time, with the printed F statistics, β weights, and R² values as quoted.
"The trend analysis shows a significant linear effect for lecture time (F(1, 152) = 57.97, p < .01, β = -.53, R² = .28) and a significant linear and quadratic effect for independent study time (F(2, 151) = 49.41, p < .01, β1 = -.16, β2 = -.61, R² = .40)."
Discussion¶
Related Claims¶
- Quadratic and cubic trends significantly improved the linear model of teacher and student behavior, showing the importance of studying nonlinearity — a broader claim this one bears on
- Both lecture time and independent study time show a seven-day weekly rhythm, with lecture time peaking midweek and approaching zero on weekends — related
- Math self-concept declined then leveled off (U-shaped), L1 self-concept declined slightly, math interest declined while L1 interest increased across Grades 7–9 — related
- Using breaks between lectures for independent study is an independent positive predictor of daily study satisfaction beyond overall time investment — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lecture-time-linear-decrease-independent-study-quadratic-trend |
title |
Over a full term, aggregated lecture time decreases linearly while independent study time follows a negative quadratic trajectory, rising until the end of the lecture period and then declining |
description |
Over a full term, aggregated lecture time decreases linearly while independent study time follows a negative quadratic trajectory, rising until the end of the lecture period and then declining |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — liborius-2019 |
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