The incremental predictive validity of teaching, cognitive and social presence on cognitive load

2016 ◽  
Vol 31 ◽  
pp. 11-19 ◽  
Author(s):  
Kadir Kozan
Keyword(s):  
Cognitive Load ◽  
Predictive Validity ◽  
Social Presence ◽  
Incremental Predictive Validity

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School

2016 ◽  
Vol 32 (1) ◽  
pp. 95-103 ◽  
Author(s):  
Marion Spengler ◽  
Martin Brunner ◽  
Romain Martin ◽  
Oliver Lüdtke
Keyword(s):  
Academic Success ◽  
Predictive Validity ◽  
Big Five ◽  
Educational Outcomes ◽  
International Student ◽  
Longitudinal Research ◽  
Student Assessment ◽  
Big Five Personality ◽  
International Student Assessment ◽  
Incremental Predictive Validity

Abstract. Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide incremental predictive validity for educational outcomes when prior achievement, intelligence, and academic self-concept are controlled for. Also, little is known about whether noncognitive factors are related to change in academic success, especially grades, after controlling for its stability. To address these research questions, we used data from the Luxembourg longitudinal extension of the 2009 cycle of the Program for International Student Assessment (PISA). We included data from two student cohorts that were followed across 4 years: The first cohort was in ninth grade when they participated in PISA (N = 240); the second cohort in 10th grade (N = 276). Correlational results showed that Conscientiousness and Openness were substantially related to subject-specific grades in Mathematics, French, and German across several school years. There was evidence for incremental predictive validity beyond intelligence and academic self-concepts. When controlling for the stability of grades, there were only small effects of all predictors on later grades. In summary, students’ personality (but also intelligence and academic self-concepts) predicted the stable part of grades rather than change.

Risk Tolerance Profiling Measure: Testing Its Reliability and Validities

2020 ◽  
pp. JFCP-19-00033
Author(s):  
Wee Kang Chung ◽  
Wing Tung Au
Keyword(s):  
Predictive Validity ◽  
Financial Institutions ◽  
Financial Risk ◽  
Risk Tolerance ◽  
Risk Profiling ◽  
Loss Data ◽  
Loss Tolerance ◽  
Investment Experience ◽  
Financial Risk Tolerance ◽  
Incremental Predictive Validity

This study examines the degree to which the customer risk profiling measure (CRPM), commonly used by financial institutions to determine loss tolerance of investors, is psychometrically valid in assessing risk tolerance and predicting anxiety after experiencing a significant investment loss. Data were collected online from 91 respondents with various investment experience, Results suggest that CPRM is significantly correlated with the Grable and Lytton's Financial Risk Tolerance Scale (G/L-RTS), a validated financial risk tolerance measure. CPRM is also able to predict anxiety after experiencing a significant investment loss. Furthermore, CRPM also demonstrates incremental predictive validity above and beyond G/L-RTS in predicting anxiety after investment loss.

The effects of video on cognitive load and social presence in multimedia-learning

2008 ◽  
Vol 24 (3) ◽  
pp. 786-797 ◽  
Author(s):  
Bruce D. Homer ◽  
Jan L. Plass ◽  
Linda Blake
Keyword(s):  
Cognitive Load ◽  
Social Presence ◽  
Multimedia Learning
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