Assessing Daily Changes in Individual Prerequisites of Learning Success

The project ACHILLES examines the relationships between volitional, emotional, and cognitive processes in medical students preparing for their final exam. It further investigates whether these couplings can be changed by a technology-supported intervention.

Project Description
Success of self-regulated learning depends on the ability to regulate one’s cognitions, emotions, and behavior to accomplish the learning task. Existing research suggests that cognitions, emotions, and the ability to self-regulate are interdependent. Moreover, cognitive and emotional processes are known to fluctuate on a daily basis. The question arises as to what extent daily progress and overall learning success are related to these processes.

The study is conducted with medical students who prepare for the final state examination and can therefore be studied in a time of intensive daily learning. The results will help to identify protective factors for potentially detrimental influences such as test anxiety. Ultimately, the project strives to create the basis for the development of individualized interventions for fostering learning success.

Principal Investigator
Garvin Brod

Project Team
Jasmin Breitwieser

Collaborators
Kou Murayama, University of Reading
Andreas Neubauer, DIPF 
Florian Schmiedek, DIPF

Funding
DIPF | Leibniz Institute for Research and Information in Education
Association of friends and sponsors of the Johann Wolfgang Goethe-University