The "assessment for learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several ...questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through 12th-grade-level classrooms. We investigated (a) the effects of students' participation in grading on subsequent test performance, (b) the difference between grades when assigned by students or teachers, and (c) the correlation between grades assigned by students and teachers. Students who engaged in self-grading performed better (g = .34) on subsequent tests than did students who did not. Moderator analyses suggested that the benefits of self-grading were estimated to be greater when the study controlled for group differences through random assignment. Students who engaged in peer-grading performed better on subsequent tests than did students who did not (g = .29). On average, students did not grade themselves or peers significantly differently than teachers (self-grades, g = .04; peer-grades, g = .04) and showed moderate correlation (self-grading, r = .67; peer-grading, r = .68) with teacher grades. Further, other moderator analyses and examination of studies suggested that self- and peer-grading practices can be implemented to positive effect in primary and secondary schools with the use of rubrics and training for students in a formative assessment environment. However, because of a limited number of studies, these mediating variables need more research to allow more conclusive findings.
Background
Personal sensing may improve digital therapeutics for mental health care by facilitating early screening, symptom monitoring, risk prediction, and personalized adaptive interventions. ...However, further development and the use of personal sensing requires a better understanding of its acceptability to people targeted for these applications.
Objective
We aimed to assess the acceptability of active and passive personal sensing methods in a sample of people with moderate to severe alcohol use disorder using both behavioral and self-report measures. This sample was recruited as part of a larger grant-funded project to develop a machine learning algorithm to predict lapses.
Methods
Participants (N=154; n=77, 50% female; mean age 41, SD 11.9 years; n=134, 87% White and n=150, 97% non-Hispanic) in early recovery (1-8 weeks of abstinence) were recruited to participate in a 3-month longitudinal study. Participants were modestly compensated for engaging with active (eg, ecological momentary assessment EMA, audio check-in, and sleep quality) and passive (eg, geolocation, cellular communication logs, and SMS text message content) sensing methods that were selected to tap into constructs from the Relapse Prevention model by Marlatt. We assessed 3 behavioral indicators of acceptability: participants’ choices about their participation in the study at various stages in the procedure, their choice to opt in to provide data for each sensing method, and their adherence to a subset of the active methods (EMA and audio check-in). We also assessed 3 self-report measures of acceptability (interference, dislike, and willingness to use for 1 year) for each method.
Results
Of the 192 eligible individuals screened, 191 consented to personal sensing. Most of these individuals (169/191, 88.5%) also returned 1 week later to formally enroll, and 154 participated through the first month follow-up visit. All participants in our analysis sample opted in to provide data for EMA, sleep quality, geolocation, and cellular communication logs. Out of 154 participants, 1 (0.6%) did not provide SMS text message content and 3 (1.9%) did not provide any audio check-ins. The average adherence rate for the 4 times daily EMA was .80. The adherence rate for the daily audio check-in was .54. Aggregate participant ratings indicated that all personal sensing methods were significantly more acceptable (all P<.001) compared with neutral across subjective measures of interference, dislike, and willingness to use for 1 year. Participants did not significantly differ in their dislike of active methods compared with passive methods (P=.23). However, participants reported a higher willingness to use passive (vs active) methods for 1 year (P=.04).
Conclusions
These results suggest that active and passive sensing methods are acceptable for people with alcohol use disorder over a longer period than has previously been assessed. Important individual differences were observed across people and methods, indicating opportunities for future improvement.
The performance and well-being of university students is influenced by many factors, including self-control and affect regulation, but little is known about how these factors relate. We therefore ...analyzed data from a multi-site research project that assessed trait self-control, affect regulation, and anxiety in a longitudinal cohort design (N = 1314) using structural equation modeling. We specifically tested hypotheses that trait self-control, assessed upon entering school, would predict anxiety outcomes during students' third year, and this relationship would be mediated by affect regulation styles (adaptive or maladaptive). We found that greater self-control did predict lower third-year anxiety, even after accounting for anxiety levels upon entering school. Furthermore, this relationship was partially mediated by maladaptive affect regulation, where students with greater self-control endorsed less use of maladaptive coping strategies (e.g., denial, self-blame), which in turn predicted less subsequent anxiety. In contrast, adaptive coping strategies did not mediate the relationship between trait self-control and anxiety. These findings highlight trait self-control as an important predictor of anxiety, and they identify maladaptive affect regulation as a target for interventions to promote student well-being and success.
Successful long-term recovery from opioid use disorder (OUD) requires continuous lapse risk monitoring and appropriate use and adaptation of recovery-supportive behaviors as lapse risk changes. ...Available treatments often fail to support long-term recovery by failing to account for the dynamic nature of long-term recovery.
The aim of this protocol paper is to describe research that aims to develop a highly contextualized lapse risk prediction model that forecasts the ongoing probability of lapse.
The participants will include 480 US adults in their first year of recovery from OUD. Participants will report lapses and provide data relevant to lapse risk for a year with a digital therapeutic smartphone app through both self-report and passive personal sensing methods (eg, cellular communications and geolocation). The lapse risk prediction model will be developed using contemporary rigorous machine learning methods that optimize prediction in new data.
The National Institute of Drug Abuse funded this project (R01DA047315) on July 18, 2019 with a funding period from August 1, 2019 to June 30, 2024. The University of Wisconsin-Madison Health Sciences Institutional Review Board approved this project on July 9, 2019. Pilot enrollment began on April 16, 2021. Full enrollment began in September 2021.
The model that will be developed in this project could support long-term recovery from OUD-for example, by enabling just-in-time interventions within digital therapeutics.
DERR1-10.2196/29563.
Replication-an important, uncommon, and misunderstood practice-is gaining appreciation in psychology. Achieving replicability is important for making research progress. If findings are not ...replicable, then prediction and theory development are stifled. If findings are replicable, then interrogation of their meaning and validity can advance knowledge. Assessing replicability can be productive for generating and testing hypotheses by actively confronting current understandings to identify weaknesses and spur innovation. For psychology, the 2010s might be characterized as a decade of active confrontation. Systematic and multi-site replication projects assessed current understandings and observed surprising failures to replicate many published findings. Replication efforts highlighted sociocultural challenges such as disincentives to conduct replications and a tendency to frame replication as a personal attack rather than a healthy scientific practice, and they raised awareness that replication contributes to self-correction. Nevertheless, innovation in doing and understanding replication and its cousins, reproducibility and robustness, has positioned psychology to improve research practices and accelerate progress.
This research synthesis examined the impact of grades, comments, and no performance feedback on academic motivation and achievement in elementary and secondary school. Four meta-analyses were ...conducted, with two each exploring the impact of (a) grades versus no performance feedback and (b) grades versus comments on academic motivation and achievement, respectively. Overall results indicated that grades positively influenced achievement but negatively influenced motivation compared to no feedback. However, compared to those who received comments, students receiving grades had poorer achievement and less optimal motivation. Moderator analyses generally suggested that overall effects varied as a function of the type of motivation (i.e. the specific construct, internal vs. external motivation), context (e.g. academic subject; comment type), student characteristics (e.g. achievement level), and methodology (i.e. grade anticipation versus receipt), though it was not possible to test these moderators in all analyses. Theoretical and methodological contributions and implications for education practice are discussed.
According to prior work, persistent goal pursuit is a continuous process where persisting is a matter of resisting the urge to give up. In everyday goals, however, persistence is often episodic, and ...its causes are more complex. People pause and resume pursuit many times. Whether people persist reflects more than will power and motivation, it also reflects the other goals they pursue, their resources, and the attentional demands of daily life. People can fail to persist not just because they gave up, but also because they failed to act. We propose a general model of persistence that accommodates the complexity of episodic goals. We argue that persistent goal pursuit is a function of three processes: resisting the urge to give up, recognizing opportunities for pursuit, and returning to pursuit. The broad factors that help and hurt persistence can be organized within these components. These components can also explain the mechanisms of four effective strategies for persistence: removing distractions, using reminders, using implementation intentions, and forming habits. The recognizing‐resisting‐returning model integrates and improves on extant theories of persistence and goal pursuit and is consistent with empirical work from laboratory and naturalistic settings.
A Guide to Posting and Managing Preprints Moshontz, Hannah; Binion, Grace; Walton, Haley ...
Advances in methods and practices in psychological science,
04/2021, Letnik:
4, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Posting preprints online allows psychological scientists to get feedback, speed dissemination, and ensure public access to their work. This guide is designed to help psychological scientists post ...preprints and manage them across the publication pipeline. We review terminology, provide a historical and legal overview of preprints, and give guidance on posting and managing preprints before, during, or after the peer-review process to achieve different aims (e.g., get feedback, speed dissemination, achieve open access). We offer concrete recommendations to authors, such as post preprints that are complete and carefully proofread; post preprints in a dedicated preprint server that assigns DOIs, provides editable metadata, is indexed by GoogleScholar, supports review and endorsements, and supports version control; include a draft date and information about the paper’s status on the cover page; license preprints with CC BY licenses that permit public use with attribution; and keep preprints up to date after major revisions. Although our focus is on preprints (unpublished versions of a work), we also offer information relevant to postprints (author-formatted, post-peer-review versions of a work) and work that will not otherwise be published (e.g., theses and dissertations).
Seven Easy Steps to Open Science Crüwell, Sophia; van Doorn, Johnny; Etz, Alexander ...
Zeitschrift für Psychologie,
2019, Letnik:
227, Številka:
4
Journal Article
Recenzirano
Odprti dostop
The open science movement is rapidly changing the scientific landscape. Because exact definitions are often lacking and reforms are constantly evolving, accessible guides to open science are needed. ...This paper provides an introduction to open science and related reforms in the form of an annotated reading list of seven peer-reviewed articles, following the format of Etz, Gronau, Dablander, Edelsbrunner, and Baribault (2018). Written for researchers and students - particularly in psychological science - it highlights and introduces seven topics: understanding open science; open access; open data, materials, and code; reproducible analyses; preregistration and registered reports; replication research; and teaching open science. For each topic, we provide a detailed summary of one particularly informative and actionable article and suggest several further resources. Supporting a broader understanding of open science issues, this overview should enable researchers to engage with, improve, and implement current open, transparent, reproducible, replicable, and cumulative scientific practices.
Writing manuscripts collaboratively affords both opportunities and challenges: Collaborative papers can benefit from the expertise, perspectives, and collective effort of the group but can lack ...coherence or be produced inefficiently. When collaborations are large, involving tens or hundreds of researchers, there are more and different opportunities and challenges, like appropriately crediting the contributions of many people. This paper is a practical guide for authors writing collaborative manuscripts, particularly those working in large collaborations. We emphasize the importance of deliberate leadership and describe five general strategies that lead authors can employ to maximize opportunities and navigate challenges: care in recruiting the author team, care in crediting the author team, clear and frequent communication, organized materials, and deliberate and early decision‐making. For each, we offer specific tips in line with these strategies (e.g., use collaboration agreements, leverage Open Science practices). We then suggest how lead authors can structure the writing and revising process to produce a coherent manuscript and offer tips for submitting papers and responding to peer‐reviews. A repository of resources for people writing manuscripts in collaborations is available at osf.io/dzwcn.
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