How can students’ academic performance in ...
Type de document :
Article dans une revue scientifique: Article original
URL permanente :
Titre :
How can students’ academic performance in statistics be improved? Testing the influence of social and temporal-self comparison feedback in a web-based training environment
Auteur(s) :
Delaval, Marine [Auteur]
Département de chimie physique [Genève]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Michinov, Nicolas [Auteur]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Le Bohec, Olivier [Auteur]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Le Hénaff, Benjamin [Auteur]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
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Département de chimie physique [Genève]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Michinov, Nicolas [Auteur]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Le Bohec, Olivier [Auteur]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Le Hénaff, Benjamin [Auteur]
Centre de Recherches en Psychologie Cognition et Communication [CRPCC EA 1285]
Titre de la revue :
Interactive Learning Environments
Numéro :
25
Pagination :
35-47
Éditeur :
Informa UK Limited
Date de publication :
2017
ISSN :
1049-4820
Mot(s)-clé(s) en anglais :
Comparison feedback
statistics
academic performance
web-based training environments
procrastination
statistics
academic performance
web-based training environments
procrastination
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics ...
Lire la suite >The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by doing online exercises in a web-based training environment. Once connected, students received in real-time either social comparison feedback (their score was compared to the mean score of all first-year students) or temporal-self comparison feedback (their score was compared, week by week, with their own previous score). The fact that students were free to connect to the web-based training environment heightened self-regulation differences such as academic procrastination, which was considered as a moderating variable in this study. Because academic performance was measured, the students’ background in mathematics and statistics was also controlled. Irrespective of the students’ background, the results reveal a positive influence of social comparison feedback on statistics exam performance, but only among students who did not delay doing exercises in the web-based training environment. By contrast, temporal-self comparison feedback did not have any effect on performance. Some recommendations for optimizing the efficacy of web-based training environments can be proposed, taking into account both social comparison feedback and academic procrastination.Lire moins >
Lire la suite >The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by doing online exercises in a web-based training environment. Once connected, students received in real-time either social comparison feedback (their score was compared to the mean score of all first-year students) or temporal-self comparison feedback (their score was compared, week by week, with their own previous score). The fact that students were free to connect to the web-based training environment heightened self-regulation differences such as academic procrastination, which was considered as a moderating variable in this study. Because academic performance was measured, the students’ background in mathematics and statistics was also controlled. Irrespective of the students’ background, the results reveal a positive influence of social comparison feedback on statistics exam performance, but only among students who did not delay doing exercises in the web-based training environment. By contrast, temporal-self comparison feedback did not have any effect on performance. Some recommendations for optimizing the efficacy of web-based training environments can be proposed, taking into account both social comparison feedback and academic procrastination.Lire moins >
Langue :
Anglais
Comité de lecture :
Oui
Audience :
Internationale
Vulgarisation :
Non
Collections :
Date de dépôt :
2022-05-12T08:46:50Z
2022-07-04T12:55:09Z
2022-07-04T12:59:19Z
2022-07-04T12:55:09Z
2022-07-04T12:59:19Z
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