Shumaker Morgan D, Rivers Michelle L, Tauber Sarah K
Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA.
Department of Psychology, Santa Clara University, Santa Clara, CA 95053, USA.
Behav Sci (Basel). 2025 Apr 15;15(4):532. doi: 10.3390/bs15040532.
We examined whether point value information on a scoring rubric influences learners' study time and concept selection when learning educationally relevant STEM information. Participants ( = 92) engaged in the self-regulated study of five concepts in mineral formation-geological processes, inorganic substances, compounds, elements, and crystalline solids-while having access to a scoring rubric that contained varying point values (concepts were worth 12, 8, or 4 points), uniform point values (all concepts were worth 8 points), or no point values for each concept. Participants chose how long to study and how many times to study each of the concepts. Concepts were selected for study more times when they were high-value than low-value on a grading rubric, an effect that was stronger for some concepts relative to others. Concepts were also studied slightly longer when they were high-value compared to low-value on a rubric. Our findings are consistent with value-directed remembering and agenda-based regulation and suggest that learners can use scoring rubrics to guide their decisions during learning.
我们研究了评分标准上的分值信息在学习者学习与教育相关的STEM信息时，是否会影响他们的学习时间和概念选择。参与者（n = 92）在自主学习矿物形成（地质过程、无机物、化合物、元素和晶体固体）的五个概念时，可获取包含不同分值（概念分值为12分、8分或4分）、统一分值（所有概念均为8分）或每个概念无分值的评分标准。参与者选择每个概念的学习时长和学习次数。当概念在评分标准上是高分值而非低分值时，它们被选择学习的次数更多，相对于其他一些概念，这种效应在某些概念上更强。与评分标准上低分值的概念相比，高分值的概念学习时间也略长。我们的研究结果与价值导向记忆和基于议程的调节一致，并表明学习者可以在学习过程中使用评分标准来指导他们的决策。
