Mind the Gap!

Abstract. The goal of this study was to investigate the dynamic interplay of affect and time investment during exam preparation using daily learning diaries. University students ( N = 56) reported a simultaneous increase in negative affect as well as intended and actual time investment over the course of the survey period (30 days). Cramming of study time partially accounted for the increase in negative affect. More planning strategies were associated with lower negative and more positive affect. Unmet time schedules predicted higher negative and lower positive affect. Results further revealed compensatory feedback loops: Higher negative affect in the evening predicted higher intended time…

Inside Self-Regulated Learning

Identifying individual differences using log-file analysis: Distributed learning as mediator between conscientiousness and exam grades

Abstract Online learning poses major challenges on students' self-regulated learning. This study investigated the role of learning strategies and individual differences in cognitive abilities, high school GPA and conscientiousness for successful online learning. We used longitudinal log-file data to examine learning strategies of a large cohort (N = 424) of university students taking an online class. Distributed learning, the use of self-tests and a better high school GPA was associated with better exam grades. The positive effect of conscientiousness on exam grades was mediated by distributed learning. Conscientious students distributed their studying over the course of the semester, which…

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

Abstract The goal of the present study was to investigate how course instruction and individual differences in general academic competences and conscientiousness relate to students' learning strategy use and exam performance. The sample comprised two cohorts of university students who attended a lecture on the same topic, but with varying course instruction: In the blended course (N = 238), the teacher applied deadlines for self-testing and offered regular in-class meetings to encourage distributed practice over the semester. In the online course, students studied independently without regular meetings, nor deadlines (N = 200). Learning strategies were measured objectively using behavioral …