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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2 · i2 medium
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i2 Controlling for pretest accuracy, the two higher-quality profiles showed significantly better posttest self-assessment accuracy (d = 0.338). → Lisette Wijnia 2021 q2 i2 The poor-quality group was significantly less accurate than the moderately negative group (d = 0.528). → 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 · r2

ANCOVA planned contrast on posttest self-assessment accuracy (absolute difference between objective and self-assessed scores), pretest accuracy as covariate; omnibus effect F(3, 337) = 5.28, p = .001, η2p = .045. "students with good-quality and moderately positive profiles scored statistically significantly higher on self-assessment accuracy after studying video modeling examples than students with poor-quality and moderately negative profiles, β = −.17, p = .014, d = 0.338"

"students with good-quality and moderately positive profiles scored statistically significantly higher on self-assessment accuracy after studying video modeling examples than students with poor-quality and moderately negative profiles, β = −.17, p = .014, d = 0.338"

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 · i2 · associational · r1

Bonferroni-adjusted planned contrast on self-assessment accuracy posttest. "There was a significant difference between the poor-quality and moderately negative groups, β = −.21, p < .001, d = 0.528, indicating that the poor-quality group scored significantly worse than the moderately negative group on self-assessment accuracy."

"There was a significant difference between the poor-quality and moderately negative groups, β = −.21, p < .001, d = 0.528, indicating that the poor-quality group scored significantly worse than the moderately negative group on self-assessment accuracy."

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 motivational profiles scored higher on the problem-solving posttest 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
• Adult learners' motivation clusters into four profiles combining autonomous and controlled regulation, replicating the structure expected from SDT research with younger students — 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
• Controlled motivation showed no negative effects on the desirable outcomes measured, and no profile differences emerged in academic self-concept or teacher-reported engagement — related
• Self Assessment Accuracy Is Low Without Training — related