Deadlines don't prevent cramming: Course instruction and individual differences predict learning strategy use and exam performance

Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete

doi:10.1016/j.lindif.2021.101994

Cited by 12 publications

(8 citation statements)

References 43 publications

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“…Not surprisingly, when we compared the achievement gains of students with different strategy levels during the experiment, we also found a correlation between the learning effects of the descriptive dashboard and students' learning strategy levels. This finding is also similar to those of studies in traditional learning environments [55].…”

Section: Resultssupporting

confidence: 91%

The Impact of Dashboard Feedback Type on Learning Effectiveness, Focusing on Learner Differences

et al. 2023

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With the exponential growth of educational data, increasing attention has been given to student learning supported by learning analytics dashboards. Related research has indicated that dashboards relying on descriptive analytics are deficient compared to more advanced analytics. However, there is a lack of empirical data to demonstrate the performance and differences between different types of analytics in dashboards. To investigate these, the study used a controlled, between-groups experimental method to compare the effects of descriptive and prescriptive dashboards on learning outcomes. Based on the learning analytics results, the descriptive dashboard describes the learning state and the prescriptive dashboard provides suggestions for learning paths. The results show that both descriptive and prescriptive dashboards can effectively promote students’ cognitive development. The advantage of prescriptive dashboard over descriptive dashboard is its promotion in learners’ learning strategies. In addition, learners’ prior knowledge and learning strategies determine the extent of the impact of dashboard feedback on learning outcomes.

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Section: Resultssupporting

confidence: 91%

The Impact of Dashboard Feedback Type on Learning Effectiveness, Focusing on Learner Differences

et al. 2023

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“…One approach which could enable educators to reap the benefits of deadlines and also foster (or at least protect) more beneficial motivational qualities might be to frame deadlines in terms of an opportunity to gain and apply new knowledge and skills so as to foster beneficial forms of motivation ( Jackson, 2002 ). A supplemental approach might be to substitute “high stakes” exams at the end of the semester with several low-stakes assessments throughout the semester ( Cafarella, 2014 ; but see Theobald et al, 2021 ; Benden and Lauermann, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach

Capelle,

Senker,

Fries

et al. 2023

Front. Psychol.

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IntroductionRecent research has emphasized that achievement motivation is context-sensitive and varies within individual students. Ubiquitous temporal landmarks such as exams or deadlines are evident contextual factors that could systematically explain variation in motivation. Indeed, research has consistently found that university students increase their study efforts as exams come closer in time, indicating increasing study motivation. However, changes in study motivation for a specific exam as it comes closer have rarely been investigated. Instead, research on developmental changes in expectancy and value beliefs has consistently founds that achievement motivation declines over a semester. Surprisingly, declining motivation thus apparently coincides with increasing study efforts for end-of-semester exams.MethodsThe present research investigates this apparent contradiction by assessing how exam-specific motivation and study behavior change under equal methodological conditions as an exam draws closer. Using parallel growth curve models, we examine changes in expectancy-value beliefs, performance approach and avoidance motivation and study behavior as well as motivational want- and should-conflicts among 96 students over eight weekly measurement points.Results and discussionResults show that students study more for their exam as it comes closer and increase their use of surface learning strategies more rapidly than their use of deep learning strategies. However, even exam-specific expectancy and attainment value beliefs decline while performance-avoidance motivation increases over time, indicating that students increasingly study out of fear to fail as exams come closer. Consistent with these findings, students’ experience of should conflicts decreases while their want conflicts increase over time. We discuss several possible mechanisms underlying our findings in addition to potential theoretical consequences and suggest future research opportunities to better understand students’ changes in situative motivation and study behavior in the context of temporal landmarks.

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“…They may stay up all night, convinced that they are working hard. This type of studying may become routine, or become the only way that a student knows how to study [15]. There are pros and cons regarding cramming, each of which has its own logical basis [16].…”

Section: Introductionmentioning

confidence: 99%

Cramming Analysis Based on Time to Start Studying and Time the Exam being Held

Daroedono,

Fachly,

Salshabila

et al. 2024

INDJ

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Aims: to explore the time that crammer start to study and the time of exam being held and relate this two with the result of the remedial exams which conducted electronically (computer based). Study Design: simple descriptive cross sectional study Place and Duration of Study: conducted during January to February 2024 in the faculty of Medicine, Universitas Kristen Indonesia, Jakarta-Indonesia. Sample: respondents who join the remedial exam during 2022. Methodology: electronic questionnaire regarding time to start studying being distributed prior the exam/test. Sufficient explanation regarding the research is given before consent is politely requested to each exam’s participant. Data obtained from questionnaire were combined with demography data (gender, place of residence) and the result of the exam. Results: Cramming conducted by 69.7% of our respondents, with the involvement of male student is more common compared to female student and regarding their place of residence, more student that live in their own house with their family do the cramming. Most of the perpetrator started studying at 20.00 – 24.00 pm. Students passing rate in this study were low. Female students score better when they did not cram while only male students who conduct cramming and still fail the exam get a slightly higher mean score than male students who fail the exam and did not cram. Female students got a slightly higher mean score than male students. Conclusion: Cramming is risk taking like gambling behavior. It can give negative impact to the perpetrator’s mental health. The phenomenon of cramming is quite common, especially among male student, but the passing rate was poor. Cramming mostly started late at night. Male students who fail the exam tend to get higher grades if they cramming while on the other hand our female student tend to get higher score in they did not cram.

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Deadlines don't prevent cramming: Course instruction and individual differences predict learning strategy use and exam performance

Cited by 12 publications

References 43 publications

The Impact of Dashboard Feedback Type on Learning Effectiveness, Focusing on Learner Differences

The Impact of Dashboard Feedback Type on Learning Effectiveness, Focusing on Learner Differences

Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach

Cramming Analysis Based on Time to Start Studying and Time the Exam being Held

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