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¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2 · i1–i2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Controlling for pretest, the two higher-quality profiles outperformed the two lower-quality profiles on problem-solving posttest (d = 0.642). → Lisette Wijnia 2021 q2 i1 The poor-quality group scored significantly worse than the moderately negative group (d = 0.465). → Lisette Wijnia 2021 (2) q2 i? Good-quality and moderately positive profiles did not differ significantly from each other (d = 0.065). → Lisette Wijnia 2021 (3)

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 · r2

ANCOVA planned contrast in a one-group pretest-posttest study of 342 secondary students, with pretest as covariate; the omnibus profile effect was F(3, 337) = 10.61, p < .001, η2p = .086. "students with good-quality or moderately positive profiles scored significantly higher on the posttest (controlling for the pretest score) than students with poor-quality or moderately negative profiles, β = .31, p < .001, d = 0.642"

"students with good-quality or moderately positive profiles scored significantly higher on the posttest (controlling for the pretest score) than students with poor-quality or moderately negative profiles, β = .31, p < .001, d = 0.642"

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 · i1 · associational · r2

Bonferroni-adjusted planned contrast (alpha .017) on problem-solving posttest controlling for pretest. "there was a significant difference between the poor-quality and moderately negative groups, β = .19, p = .001, d = 0.465, indicating that the poor-quality group scored significantly worse than the moderately negative group."

"there was a significant difference between the poor-quality and moderately negative groups, β = .19, p = .001, d = 0.465, indicating that the poor-quality group scored significantly worse than the moderately negative group."

Lisette Wijnia 2021 (3)¶

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

Planned contrast between the two higher-quality profiles on problem-solving posttest. "There was no significant difference between the good-quality and moderately positive groups, β = .03, p = .646, d = 0.065, indicating that both profiles were equally beneficial for learning to solve the biology problems."

"There was no significant difference between the good-quality and moderately positive groups, β = .03, p = .646, d = 0.065, indicating that both profiles were equally beneficial for learning to solve the biology problems."

Discussion¶

Related Claims¶

• 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
• Motivational profiles were associated with mental effort while studying the video modeling examples, but not with posttest mental effort — related
• 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
• Studying instructional and video modeling examples improved heredity problem-solving performance and self-assessment accuracy from pretest to posttest — related