Effects of an ego-depletion intervention upon online learning

Greene, Jeffrey A.; Duke, Rebekah F.; Freed, Rebekah; Dragnic-Cindric, Dalila; Cartiff, Brian M.

doi:10.1016/j.compedu.2021.104362

Cited by 7 publications

(5 citation statements)

References 79 publications

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“…Importantly, such iteration requires well-elaborated explanatory and descriptive aspects of theory, particularly given that the former can usefully circumscribe and vet the latter (Haig, 2005(Haig, , 2013Scheel et al, 2021). Scholars should be encouraged to publish evidence that the descriptive or explanatory aspects of their theories require revision, which necessarily requires that scholarship venues (e.g., journals, conferences) accept and disseminate well-justified theoretical critiques (Zengilowski et al, 2021) and statistically non-significant findings that elucidate theory (Greene et al, 2022), avoiding the "file-drawer" problem (Fleming et al, 2021) that can pervert quantitative, qualitative, and mixed methods research. Further, there is a need for salient and explicit conversations about the criteria scholars could and should use to evaluate theory and move toward productive integration (Fidler et al, 2018).…”

Section: Creating a Hospitable Climate For Theory Revisionmentioning

confidence: 99%

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

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Section: Creating a Hospitable Climate For Theory Revisionmentioning

confidence: 99%

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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“…Participants were trained to think aloud using procedures adapted from previous think-aloud studies (Ericsson, 2006; Greene, Deekens, et al, 2018, Greene et al, 2022; Latini & Bråten, 2022). Participants were presented with the same post that was used to introduce them to the learning environment and researchers explained that participants should read all posts aloud and say what they were “thinking, doing, and feeling” before, during, and after encountering each post.…”

Section: Methodsmentioning

confidence: 99%

What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.

Greene,

Hollander-Blackmon,

Kirk

et al. 2024

Journal of Educational Psychology

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More and more, people are abandoning the active pursuit of news, assuming instead that important information will be pushed to them via their social media networks. This approach to news makes people susceptible to the vast amounts of misinformation online, yet research on the effects of this kind of engagement is mixed. More research is needed on technology incidental learning effects, defined as changes in knowledge, attitudes, beliefs, and behaviors as a result of being exposed to information while pursuing goals other than learning (e.g., entertainment). In this study, we examined how 51 college students responded to incidental exposure to accurate and inaccurate COVID-19 information delivered via a simulated social media environment. Participants' verbalizations during think-aloud protocols indicated numerous mental processes including cognition, metacognition, epistemic cognition, motivation, and emotions. Positively valanced mental processing was more often expressed with accurate COVID-19 information and negatively valanced mental processing was more often verbalized with misinformation. Negatively valanced evaluations of knowledge claims and sources predicted less engagement with COVID-19 misinformation posts. However, in many cases the relations among verbalized mental processing and behavioral responses were complex or nonobvious. For example, participants' positive metacognition and epistemic cognition verbalizations decreased their likelihood of engaging with accurate COVID-19 information, whereas positive interest was associated with an increased likelihood of engaging with misinformation. Our findings have implications for how to accurately infer people's beliefs and intentions from their social media behaviors and how to design interventions to help people be more active and thoughtful consumers of online information. Educational Impact and Implications StatementWhen people use technology like social media for entertainment, and they encounter accurate or inaccurate information, does it affect them and, if so, what can we infer about those effects from how they respond to the information? We found when people encountered information while using social media they described many different kinds of thoughts, with these thoughts often having nonintuitive relationships with people's subsequent responses such as liking or choosing to click on a link. Our findings suggest researchers, educators, and parents should be cautious when inferring why students choose, or choose not, to engage with content in a social media post, and that inoculation efforts might be enhanced by encouraging self-regulation of situational interest about the post in favor of critical thinking about its intentions and veracity.

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“…Previous research confirms the frequency of the effect of past behaviour on future performance and postulates that it may contribute to intentions and behaviours guided by intentions (Ouellette & Wood, 1998 ). In respect to the learning atmosphere, research such as the one carried out by Greene et al ( 2021 ) is considered. Their study focused on the efforts made by North American university students to obtain adequate online learning, highlighting the need for this habit to increase the possibility of acceptance of these procedures.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The participation outcomes included in the model are class- and test-related emotions. In respect to antecedents, the model includes the effect of social interaction and students´ attitude, which is measured as a higher order construct by (i) perceived usefulness, construed as the value or usefulness that this digital resource brings to the students (Boateng et al, 2016 ), (ii) entertainment, construed as the enjoyment that this digital resource brings to the students (Waiguny et al, 2012 ), and (iii) habit, construed as the predisposition to use this digital resource among all those available in online training (Greene et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of a collaborative and gamified online learning methodology on class and test emotions

2023

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This study examines the influence of students’ individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students’ online class- and test-related emotions. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. The results support all the hypotheses studied, confirming the positive relationship that both students’ individual attitude and social interactions have on participation in collaborative and gamified online learning activities. The results also show that participating in those activities is positively related with class- and test-related emotions. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students’ emotional well-being through the analysis of their attitude and social interactions. Moreover, this is the first time in the specialised learning literature that students’ attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.

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Effects of an ego-depletion intervention upon online learning

Cited by 7 publications

References 79 publications

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.

Effects of a collaborative and gamified online learning methodology on class and test emotions

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