Motivational profiles were associated with mental effort while studying the video modeling examples, but not with posttest mental effort¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Profile groups differed significantly in mental effort experienced while studying the videos (η2p = .056), with poor-quality and moderately negative profiles reporting more effort. → Lisette Wijnia 2021 q2 i? Profile groups did not differ significantly on posttest mental effort when controlling for pretest effort (p = .059). → Lisette Wijnia 2021 (2)

Evidence¶

Lisette Wijnia 2021¶

Lisette Wijnia, Martine Baars. (2021). The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples. Instructional Science. https://doi.org/10.1007/s11251-020-09531-4

q2 · i2 · associational · r1

ANOVA on 9-point mental effort ratings collected after studying the videos, with Games-Howell post hoc tests; poor-quality reported more effort than good-quality (p = .027) and moderately negative more than good-quality (p = .014) or moderately positive (p = .009). "an ANOVA indicated statistically significant differences among the motivational profile groups, F(3, 338) = 6.74, p < .001, η2p = .056"

"an ANOVA indicated statistically significant differences among the motivational profile groups, F(3, 338) = 6.74, p < .001, η2p = .056"

Lisette Wijnia 2021 (2)¶

Lisette Wijnia, Martine Baars. (2021). The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples. Instructional Science. https://doi.org/10.1007/s11251-020-09531-4

q2 · i? · associational · r2

ANCOVA on posttest mental effort with pretest effort as covariate; the group effect was not statistically significant. "motivational profile groups did not differ significantly on mental effort on the posttest, taking into account mental effort on the pretest, F (3, 337) = 2.51, p = .059, η2p = .022." Equivalence was not tested.

"motivational profile groups did not differ significantly on mental effort on the posttest, taking into account mental effort on the pretest, F (3, 337) = 2.51, p = .059, η2p = .022."

Discussion¶

Related Claims¶

• Students with good-quality or moderately positive profiles self-assessed more accurately after studying video modeling examples than students with poor-quality or moderately negative profiles — related
• Students with good-quality or moderately positive motivational profiles scored higher on the problem-solving posttest than students with poor-quality or moderately negative profiles — related
• Latent profile analysis of situation-specific motivation for studying video modeling examples yields four profiles: good-quality, moderately positive, moderately negative, and poor-quality — related
• Adult learners' motivational profiles differ significantly in self-efficacy, learning strategies and behavioral engagement: the good-quality motivation group scores higher on all three, the high-quantity group on strategies and engagement only — related
• Studying instructional and video modeling examples improved heredity problem-solving performance and self-assessment accuracy from pretest to posttest — related
• 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 — related