Study crafting is fostered by study resources via engagement and improves engagement and well-being, including in a randomized intervention¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Weekly study resources were positively related to weekly study crafting via weekly student engagement. → Arnold B. Bakker 2024 q2 i? A randomized study crafting training increased student engagement and decreased exhaustion relative to control. → Arnold B. Bakker 2024 (2)

Evidence¶

Arnold B. Bakker 2024¶

Arnold B. Bakker, Karina Mostert. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09940-8

q2 · i? · associational · r?

The review reports, citing Körner et al. (2021), a weekly diary study in which weekly resources (decision latitude, lecturer and peer support) related to study crafting "via weekly student engagement".

"Using a weekly diary design, Körner et al. (2021) investigated study crafting among higher education students. Findings showed that weekly study resources (decision latitude, social support from lecturers, and support from fellow students) were positively related to weekly study crafting via weekly student engagement."

Arnold B. Bakker 2024 (2)¶

Arnold B. Bakker, Karina Mostert. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09940-8

q2 · i? · review · r2

The review reports, citing Körner et al. (2023), a randomized training-versus-control intervention with pre/post assessment in which study crafting "increased their levels of student engagement and decreased their levels of exhaustion".

"Körner et al. (2023) evaluated a study crafting intervention’s effectiveness by randomly assigning students to a training or control group. Study crafting and student engagement and exhaustion were assessed before and after the intervention. Results showed that students learned to optimize their study demands and resources (i.e., study crafting), and this increased their levels of student engagement and decreased their levels of exhaustion."

Discussion¶

Related Claims¶

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• Cognitive Load Theory lacks a motivational focus, which becomes problematic when interpreting interventions that foster effortful learning strategies — related