Creating educational Vlogs improved trainee teachers' motivational beliefs relative to written reflections¶
Claim · All claims
Evidence · 1 study · reviewr2·q3·i3large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Trainee teachers creating Vlog reflections scored significantly higher than written-report controls on intrinsic goal orientation (r = -.70), task value (r = -.61), control beliefs (r = -.62), and self-efficacy (r = -.65), and lower on extrinsic goal orientation (r = -.46). → Adrie A. Koehler 2023
Evidence¶
Adrie A. Koehler 2023¶
Adrie A. Koehler, Daniela Rezende Vilarinho-Pereira. (2023). Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10060-1
q3 · i3 · review · r2
Mixed-methods study of 56 trainee teachers at a Turkish university; the experimental group created Vlog reflections of practicum experiences while controls wrote reports. The review reports significantly higher posttest scores on intrinsic goal orientation (r = -.70), task value, control beliefs, and self-efficacy, and lower extrinsic goal orientation (r = -.46).
"The participants in the experimental group achieved significantly higher scores on the posttest than the participants from the control group for intrinsic goal orientation (U = 72.0, z = − 5.24, p < .05, r = − .70), task value (U = 111.0, z = − 4.57, p < .05, r = − .61)"
Discussion¶
Learner Variables¶
- Achievement Goal Orientation — outcome: instruction changes it
Related Claims¶
- More effective programs targeted teachers, trainees, and individuals with an autonomy causality orientation — related
- Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
- Positive motivational beliefs are associated with high-level learning strategies, consistent with Pintrich and García's self-regulated learning proposal — related
- Students' extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy decreased after traditional instruction for the gas unit — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.