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Testbaserat lärande och effekter av personlighetsdragen Grit och Need for Cognition
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2015 (Swedish)Independent thesis Advanced level (professional degree), 300 HE creditsStudent thesis
Abstract [sv]

Tidigare studier har visat att inlärning genom övningstester med direkt feedback, så kallat testbaserat lärande, är effektivare än mer traditionella inlärningmetoder. Dessutom har personlighetsdrag visat sig påverka inlärningsstilar. Den aktuella studiens syfte var att replikera testbaserat lärande som metod och utvärdera personlighetsdragen Grit (uthållighet och passion för att nå sina mål) och Need for Cognition (viljan att kognitivt elaborera) i relation till testbaserat lärande. Vidare undersöktes om och hur testdeltagarnas upplevda ansträngning och svårighetsgrad i förhållande till testbaserat lärande hade något samband med prestationen. En kvasiexperimentell studie genomfördes där 44 gymnasieelever fick lära in och återge 30 ordpar på svenska/swahili. Hälften av deltagarna tilldelades testbaserat lärande som inlärningsmetod medan resterande tilldelades traditionell omläsning som inlärningsmetod. Studiens resultat styrker att testbaserad inlärning är en robust inlärningsteknink som inte påverkas av personlighetsdragen Grit och Need for Cognition. Dessutom framkommer tvetydiga resultat angående huruvida en högre grad av upplevd ansträngning leder till bättre minnesprestation. Framtida forskning med större stickprov behövs för att vidare utforska och eventuellt styrka resultaten.

Abstract [en]

Previous studies have shown that learning by practice tests with direct feedback, so-called test-enhanced learning, is more effective than traditional methods of learning. Moreover, personality traits have been shown to affect learning styles. The aim of the present study was to evaluate test-enhanced learning and the personality traits Grit (persistence and passion to achieve ones goals) and Need for Cognition (an individual’s tendency to engage in and enjoy effortful thinking) in relation to test-enhanced learning. It was further examined if and how test participants’ perceived exertion and difficulty in relation to test-enhanced learning affected performance. A quasi-experimental study was conducted in which 44 high school students had to learn and reproduce 30 Swedish/Swahili word pairs. Half of the participants were assigned test-enhanced learning as a learning method, while the remainder was assigned traditional rereading as their learning method. The results of the study support the earlier findings in that test-enhanced learning is a robust learning method. The results also indicate that test-enhanced learning is not influenced by the personality traits Grit and Need for Cognition. Furthermore, ambiguous results were found regarding whether a higher degree of perceived exertion leads to better memory performance. Additional research with larger samples is needed to further explore and possibly support these results.

Place, publisher, year, edition, pages
2015. , 26 p.
Keyword [sv]
Testbaserat lärande, Grit, Need for Cognition
National Category
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-115291OAI: oai:DiVA.org:umu-115291DiVA: diva2:900121
Subject / course
Examensarbete i psykologi
Educational program
Study Programme for University Diploma in Psychology
Supervisors
Examiners
Projects
Den lärande hjärnan
Available from: 2016-02-04 Created: 2016-02-03 Last updated: 2016-02-04Bibliographically approved

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Testbaserat lärande och effekter av personlighetsdragen Grit och Need for Cognition(771 kB)431 downloads
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CiteExportLink to record
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Citation style
  • apa
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Output format
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