Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?
- Publikationstyp:
- Zeitschriftenaufsatz
- Metadaten:
-
- Autoren
- Sophie van der Beek
- Henrik Bellhaeser
- Silke Hertel
- Autoren-URL
- https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=fis-test-1&SrcAuth=WosAPI&KeyUT=WOS:000578576400001&DestLinkType=FullRecord&DestApp=WOS_CPL
- DOI
- 10.1177/1475725720965002
- Externe Identifier
- Clarivate Analytics Document Solution ID: WJ3YI
- ISSN
- 1475-7257
- Ausgabe der Veröffentlichung
- 3
- Zeitschrift
- PSYCHOLOGY LEARNING AND TEACHING-PLAT
- Schlüsselwörter
- Utility value
- implementation intention
- voluntary training
- high school
- self-regulated learning
- Artikelnummer
- ARTN 1475725720965002
- Paginierung
- 348 - 363
- Datum der Veröffentlichung
- 2021
- Status
- Published
- Titel
- Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?
- Sub types
- Article
- Ausgabe der Zeitschrift
- 20
Datenquelle: Web of Science (Lite)
- Andere Metadatenquellen:
-
- Abstract
- <jats:p>In preparation for graduating from high school, students face the challenge of having to learn the subject matter of several school years with little guidance. The ability to self-regulate learning is conducive to this. Research has shown that students’ self-regulated learning can be successfully promoted through training. However, when such training is provided voluntarily, not all students participate and dropout rates tend to be high. Minimal interventions on utility value and implementation intention are promising approaches to increase the use of voluntary training. This study investigates whether short interventions can increase the participation in voluntary self-regulated learning training and whether differences in participation can be explained by motivation profiles. A randomized intervention study was conducted with 269 students assigned to one of four conditions: utility value, implementation intention, a combination of utility value and implementation intention, or a control condition. Regression analyses show the minimal interventions on utility value and implementation intention had no effect on training participation. Positive predictors, however, were expectancy for success and mean grade score. In addition, latent profile analyses showed a three-class model with the profiles “motivated,” “balanced,” and “unmotivated.” Motivated students participated in the training significantly more often than students with other profiles. Implications for theory development and practice are discussed.</jats:p>
- Autoren
- Sophie van der Beek
- Henrik Bellhäuser
- Silke Hertel
- DOI
- 10.1177/1475725720965002
- eISSN
- 1475-7257
- ISSN
- 1475-7257
- Ausgabe der Veröffentlichung
- 3
- Zeitschrift
- Psychology Learning & Teaching
- Sprache
- en
- Online publication date
- 2020
- Paginierung
- 348 - 363
- Datum der Veröffentlichung
- 2021
- Status
- Published
- Herausgeber
- SAGE Publications
- Herausgeber URL
- http://dx.doi.org/10.1177/1475725720965002
- Datum der Datenerfassung
- 2023
- Titel
- Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?
- Ausgabe der Zeitschrift
- 20
Datenquelle: Crossref
- Beziehungen:
- Eigentum von