Publication

Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy

Hiemstra, D., Van Yperen, N. W. & Timmerman, M. E., Apr-2019, In : Learning and Instruction. 60, p. 180-190 11 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Hiemstra, D., Van Yperen, N. W., & Timmerman, M. E. (2019). Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy. Learning and Instruction, 60, 180-190. https://doi.org/10.1016/j.learninstruc.2018.01.003

Author

Hiemstra, Djoerd ; Van Yperen, Nico W. ; Timmerman, Marieke E. / Students’ effort allocation to their perceived strengths and weaknesses : The moderating effect of instructional strategy. In: Learning and Instruction. 2019 ; Vol. 60. pp. 180-190.

Harvard

Hiemstra, D, Van Yperen, NW & Timmerman, ME 2019, 'Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy', Learning and Instruction, vol. 60, pp. 180-190. https://doi.org/10.1016/j.learninstruc.2018.01.003

Standard

Students’ effort allocation to their perceived strengths and weaknesses : The moderating effect of instructional strategy. / Hiemstra, Djoerd; Van Yperen, Nico W.; Timmerman, Marieke E.

In: Learning and Instruction, Vol. 60, 04.2019, p. 180-190.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Hiemstra D, Van Yperen NW, Timmerman ME. Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy. Learning and Instruction. 2019 Apr;60:180-190. https://doi.org/10.1016/j.learninstruc.2018.01.003


BibTeX

@article{023dac1c58ba4a3098c9a9e165a38fd6,
title = "Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy",
abstract = "To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses.",
keywords = "SELF-EFFICACY, MOTIVATIONAL MODEL, PERFORMANCE, AUTONOMY, BEHAVIOR, TASK, ACCOUNTABILITY, INFORMATION, PERSISTENCE, PREDICTORS",
author = "Djoerd Hiemstra and {Van Yperen}, {Nico W.} and Timmerman, {Marieke E.}",
year = "2019",
month = "4",
doi = "10.1016/j.learninstruc.2018.01.003",
language = "English",
volume = "60",
pages = "180--190",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",

}

RIS

TY - JOUR

T1 - Students’ effort allocation to their perceived strengths and weaknesses

T2 - The moderating effect of instructional strategy

AU - Hiemstra, Djoerd

AU - Van Yperen, Nico W.

AU - Timmerman, Marieke E.

PY - 2019/4

Y1 - 2019/4

N2 - To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses.

AB - To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses.

KW - SELF-EFFICACY

KW - MOTIVATIONAL MODEL

KW - PERFORMANCE

KW - AUTONOMY

KW - BEHAVIOR

KW - TASK

KW - ACCOUNTABILITY

KW - INFORMATION

KW - PERSISTENCE

KW - PREDICTORS

U2 - 10.1016/j.learninstruc.2018.01.003

DO - 10.1016/j.learninstruc.2018.01.003

M3 - Article

VL - 60

SP - 180

EP - 190

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

ER -

ID: 64855309