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Richard E. Mayer Andrew T. Stull Julie Campbell Kevin Almeroth Bruce Bimber Dorothy Chun Allan Knight 《Educational Psychology Review》2007,19(4):443-454
The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards
over-reporting. The amount of over-reporting was greater for lower-scoring than higher-scoring students, was greater for upper
division than lower division students, and was equivalent for men and women. There was a strong correlation between self-reported
and actual SAT scores (r = 0.82), indicating high validity of students’ memories of their scores. Results replicate previous findings (Kuncel, Credé,
& Thomas, 2005) and are consistent with a motivated distortion hypothesis. Caution is suggested in using self-reported SAT scores in psychological
research.
相似文献
Richard E. MayerEmail: |
125.
Richard E. Mayer 《Educational technology research and development : ETR & D》2011,59(2):301-308
This commentary reviews seven papers that study motivation with new media, contained in this special issue of Educational Technology Research & Development edited by Ruth Small. For each paper, this commentary summarizes exemplary contributions, offers an assessment of what is
exciting, and suggests directions for future research. Some exciting contributions include using new media in an attempt to
promote motivation such as game-making, collaborative wiki construction, and interaction with onscreen agents. Some important
challenges for future research on motivation with new media are to develop testable theories and to collect evidence based
on rigorous methodologies including evidence concerning the relation between motivation and learning outcomes 相似文献
126.
Heinz Mayer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(6):183-192
Mit dem Erkenntnis des VfGH vom 30.6.2011, G 10/11 wurden die Bestimmungen über den Studienbeitrag in § 91 Abs 1 bis 3 und
8 UG aufgehoben. Davon ausgehend stellt sich die Frage, ob in dem Fall, dass der Gesetzgeber bis zum In-Kraft-Treten der Aufhebung
am 1. M?rz 2012 keine Ersatzregelung für diese Bestimmungen schafft, die Universit?ten selbstst?ndig im Rahmen ihrer Autonomie
mittels Satzung Studienbeitr?ge normieren k?nnen. Der Beitrag kommt zu dem Ergebnis, dass dies bei Zugrundelegung der herrschenden
Lehre über das Wesen der universit?ren Autonomie bejaht werden muss und geht auch auf ?ffentlich ge?u?erte gegenteilige Rechtsmeinungen
ein. 相似文献
127.
Susanne Koerber Daniela Mayer Christopher Osterhaus Knut Schwippert Beate Sodian 《Child development》2015,86(1):327-336
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed. 相似文献
128.
Educational Psychology Review - Generative learning theory posits that learners engage more deeply and produce better learning outcomes when they engage in selecting, organizing, and integrating... 相似文献
129.
Cognitive,metacognitive, and motivational aspects of problem solving 总被引:12,自引:0,他引:12
This article examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and components in information processing. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation based on interest, self-efficacy, and attributions. All three kinds of skills are required for successful problem solving in academic settings. 相似文献
130.