Study longer or study effectively? Better study strategies can compensate for less study time and predict goal achievement and lower negative affect.

Background And Aims: The hypothesis that study strategies can compensate for less study time in predicting learning outcomes has often been proposed but rarely tested empirically.

Methods: In the present study, 231 university students reported their daily perceived time spent on self-study, study strategies (planning, monitoring, concentration and procrastination) and goal achievement over a 30 days period.

Results And Conclusion: Results showed that both more overall perceived study time and better study strategies (better planning, monitoring, and concentration, less procrastination) predicted higher goal achievement at the end of the day.

Predicting Learning: Understanding the Role of Executive Functions in Children's Belief Revision Using Bayesian Models.

Recent studies suggest that learners who are asked to predict the outcome of an event learn more than learners who are asked to evaluate it retrospectively or not at all. One possible explanation for this "prediction boost" is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still-developing executive functions. In this paper, we combined multiple analytic approaches to investigate the potential role of executive functions in elementary school-aged children's science learning.

Do reflection prompts promote children's conflict monitoring and revision of misconceptions?

We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, M = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts.

Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment.

The goal of the present study was to investigate the effects of automatically generated, adaptive feedback on daily self-regulated learning (SRL) in an experimental field study. University students reported their application of SRL strategies in the morning and in the evening over the course of 36 days using electronic learning diaries. Students were randomly assigned to the experimental group with feedback (LDF,  = 98) or the control group without feedback (LD,  = 96).

Seeing the Error in My "": A Quantified Degree of Belief Change Correlates with Children's Pupillary Surprise Responses Following Explicit Predictions.

Bayesian models allow us to investigate children's belief revision alongside physiological states, such as "surprise". Recent work finds that pupil dilation (or the "pupillary surprise response") following expectancy violations is predictive of belief revision. How can probabilistic models inform the interpretations of "surprise"? Shannon Information considers the likelihood of an observed event, given prior beliefs, and suggests stronger surprise occurs following unlikely events.

Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety.

Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students' level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students' knowledge level as assessed in the mock exams or during the exam-preparation phase.

Explicitly predicting outcomes enhances learning of expectancy-violating information.

Predictive coding models suggest that the brain constantly makes predictions about what will happen next based on past experiences. Learning is triggered by surprising events, i.e.

Predicting vs. guessing: the role of confidence for pupillometric markers of curiosity and surprise.

Asking students to generate a prediction before presenting the correct answer is a popular instructional strategy. This study tested whether a person's degree of confidence in a prediction is related to their curiosity and surprise regarding the answer. For a series of questions about numerical facts, participants ( = 29) generated predictions and rated their confidence in the prediction before seeing the correct answer.

Tackling Scientific Misconceptions: The Element of Surprise.

Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response.

Litsea cubeba fruit essential oil and its major constituent citral as volatile agents in an antimicrobial packaging material.

Food packaging films were coated with polyvinyl acetate (PVA) containing different concentrations of citral or Litsea (L.) cubeba essential oil (EO). Antimicrobial contact trials in style of ISO22916 were performed.