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1. Academic Self-Efficacy, Self-Esteem, and Grit in Higher Online Education: Consistency of Interests Predicts Academic Success

Author

Neroni, Joyce, Meijs, Celeste, Kirschner, Paul A., Xu, Kate M., and de Groot, Renate H. M.

Abstract

Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18-80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < 0.001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = 0.16, p < 0.001). Mixed model analyses revealed no significant predictors for academic performance (ps > 0.06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.

Published
2022
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2. Goal Orientation and Academic Performance in Adult Distance Education

Author

Neroni, Joyce, Meijs, Celeste, Leontjevas, Ruslan, Kirschner, Paul A., and de Groot, Renate H. M.

Abstract

Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance learners. A sample of N = 1128 distance university students (age 18-75 years) filled out an online questionnaire. Their exam grades were collected from the files of the Open University of the Netherlands (OUNL). A mixed model regression showed performance approach goal orientation to be a positive predictor of academic performance, whereas performance avoidance and work avoidance were negative predictors of academic performance. Non-significant results were found for mastery approach as well as for mastery avoidance. Implications of these results are discussed.

Published
2018

5. Updating and Not Shifting Predicts Learning Performance in Young and Middle-Aged Adults

Author

Gijselaers, Hieronymus J. M., Meijs, Celeste, Neroni, Joyce, Kirschner, Paul A., and de Groot, Renate H. M.

Abstract

The goal of this study was to investigate whether single executive function (EF) tests were predictive for learning performance in mainly young and middle-aged adults. The tests measured shifting and updating. Processing speed was also measured. In an observational study, cognitive performance and learning performance were measured objectively in 851 adult students and analyzed using multiple linear regression. EFs and processing speed were measured via cognitive tests. Learning performance was evaluated after 14 months. The results show that updating performance is predictive for learning performance, with a small effect size, while shifting performance was not. This means that a single updating test has predictive value for learning performance acquired over a longer period of time. However, as the effect size is rather small, the test on its own does not serve as a proper selection tool for determining whether a student will be successful or not.

Published
2017
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6. The Adult Learning Open University Determinants (ALOUD) Study: Biological and Psychological Factors Associated with Learning Performance in Adult Distance Education

Author

Neroni, Joyce, Gijselaers, Hieronymus J. M., Kirschner, Paul A., and Groot, Renate H. M.

Abstract

Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these associations for adult distance students is lacking however. The Adult Learning Open University Determinants (ALOUD) study is the first to identify the determinants of learning performance within adult distance education. Over the course of 1 year, all new students (n?=?4945) of the Open University of the Netherlands were approached. At baseline, 2040 students fully participated in this observational longitudinal study by filling out an online questionnaire and performing cognitive tests. At the 7 and 14 months follow-up, participants filled out a second and third questionnaire respectively, and data were given by the exam registration office to measure learning performance at these times. The ALOUD study might result in tailor-made educational innovations for adults participating in distance education and, finally, a more successful distance education student population.

Published
2015
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10. Goal orientation and study success in adult distance education

Author

Neroni, Joyce, Kirschner, Paul A., Meijs, Celeste, De Groot, Renate, Department FEEEL, and RS-Research Line Fostering Effective, Efficient and Enjoyable Learning (FEEEL) (part of WO program)

Subjects
doeloriëntatie, volwassen afstandsonderwijs, studiesucces
Abstract

Uit onderzoek bij kinderen, adolescenten en studenten in traditioneel onderwijs blijkt doeloriëntatie een goede voorspeller van studiesucces. Bij volwassen studenten, en specifiek in het afstandsonderwijs, is hier echter nauwelijks onderzoek naar gedaan, terwijl deze doelgroep steeds belangrijker wordt. In huidig onderzoek is daarom gekeken naar de toegevoegde voorspellende waarde van doeloriëntatie op studiesucces in het volwassen afstandsonderwijs. Resultaten na 7 maanden studeren laten zien dat een mastery approach oriëntatie een negatieve voorspeller is van studiesucces. Verklaringen voor dit resultaat worden bediscussieerd. Tijdens de ORD zullen tevens resultaten na 14 maanden studeren worden gepresenteerd.Paper presentation at the Onderwijs Research Dagen 2015 (Leiden, the Netherlands)

Published
2015

11. Adult Learning Open University Determinants study: Psychological determinants of study success

Author

Neroni, Joyce, De Groot, Renate, and Kirschner, Paul A.

Subjects
study success, distance education, psychological factors, goal orientation
Abstract

As our current knowledge society is changing very rapidly, aging of knowledge and skills is going faster. To keep up with these developments, it is important being able to learn on a higher age. Factors playing a significant role in being a successful learner can have psychological origins. The association between psychological factors and academic performance is well established for children, adolescents, and college students in traditional education. However, evidence of associations between these factors and study success for adult students in distance education is lacking. In the present study, the association between several psychological factors (e.g. affect, test anxiety, goal orientation, learning strategies) and study success for adult students in distance education are investigated. Approximately 2000 students of the Open University will participate in this large longitudinal study, by filling out an online questionnaire and three online neuropsychological tests at baseline. There will be a follow up after six and twelve months. Data collection of baseline takes place September 2012 till September 2013. During EARLI 2013 preliminary results will be shown. The results of this study may provide insight into factors associated with study success in adult students. Based on these results effective learning strategies can be developed in order to optimize the current curriculum.

Published
2013

12. Adult Learning Open University Determinants study:Psychological determinants of study success

Author

Neroni, Joyce, De Groot, Renate, and Kirschner, Paul A.

Subjects
study success, distance education, psychological factors, goal orientation
Abstract

As our current knowledge society is changing very rapidly, aging of knowledge and skills is going faster. To keep up with these developments, it is important being able to learn on a higher age. Factors playing a significant role in being a successful learner can have psychological origins. The association between psychological factors and academic performance is well established for children, adolescents, and college students in traditional education. However, evidence of associations between these factors and study success for adult students in distance education is lacking. In the present study, the association between several psychological factors (e.g. affect, test anxiety, goal orientation, learning strategies) and study success for adult students in distance education are investigated. Approximately 2000 students of the Open University will participate in this large longitudinal study, by filling out an online questionnaire and three online neuropsychological tests at baseline. There will be a follow up after six and twelve months. Data collection of baseline takes place September 2012 till September 2013. During EARLI 2013 preliminary results will be shown. The results of this study may provide insight into factors associated with study success in adult students. Based on these results effective learning strategies can be developed in order to optimize the current curriculum.

Published
2013

13. The relationship between target orientation and study success in adult distance learning

Author

Neroni, Joyce, De Groot, Renate, and Kirschner, Paul A.

Subjects
psychologische factoren, doeloriëntatie, afstandsonderwijs, studiesucces
Abstract

Gezien de snelle veranderingen in onze huidige kennismaatschappij speelt veroudering van kennis en vaardigheden een steeds grotere rol. Kunnen leren op een hogere leeftijd wordt belangrijker. Determinanten voor succesvol leren kunnen van psychologische oorsprong zijn. Uit onderzoek bij kinderen, adolescenten en studenten in traditioneel onderwijs blijkt doeloriëntatie een goede voorspeller van academisch succes. Bij volwassen studenten in niet-traditioneel onderwijs is hier nog weinig onderzoek naar gedaan. In huidig onderzoek wordt daarom gekeken naar welke doeloriëntatie door volwassen studenten in afstandsonderwijs gehanteerd wordt, en hoe dit samenhangt met studiesucces. Tijdens de ORD zullen de eerste resultaten (N = 574) gepresenteerd worden.

Published
2013

14. Adult Learning Open University Determinants (ALOUD) study: Psychological factors associated with study success

Author

Neroni, Joyce, De Groot, Renate, Kirschner, Paul A., and RS-Research Line Learning and Cognition (part of CO program)

Subjects
study success, distance education, adults, Psychological factors
Abstract

As our current knowledge society is changing very rapidly, aging of knowledge and skills is going faster. To keep up with these developments, it is important being able to learn on a higher age. Factors playing a significant role in being a successful learner can have biological and psychological origins. In present research, the focus will be on psychological determinants. The association between psychological factors (e.g. e.g. test anxiety, stress, learning strategies) and academic performance is well established for children, adolescents, and college students in traditional education. However, evidence of associations between these factors and study success for adult students in distance education is lacking. In this study, we investigate the association between several psychological factors and study success for adult students in distance education. Approximately 2000 students of the Open University will participate in this large cross-sectional study, by filling out an online questionnaire an three online neuropsychological tests. Data collection will take place September 2012 till September 2013. The results of this study may provide insight into factors associated with study success in adult students. Based on these results effective learning strategies are developed in order to optimize the current curriculum.

Published
2012

15. Adult Learning Open University Determinants study (ALOUD): Psychologische determinanten van levenslang leren

Author

Neroni, Joyce, De Groot, Renate, Kirschner, Paul A., and RS-Research Program CELSTEC/OTEC (CO)

Subjects
Levenslang leren, Psychologische factoren, ALOUD, studiesucces
Abstract

In onze steeds ouder wordende populatie wordt levenslang leren steeds belangrijker. Echter, bij volwassenen en ouderen is er, in tegenstelling tot bij kinderen en adolescenten, weinig onderzoek gedaan naar factoren die geassocieerd zijn met succesvol formeel leren en de wijze waarop deze factoren met elkaar samenhangen. Een grootschalig observationeel onderzoek onder 2000 volwassen masterstudenten aan de Open Universiteit van Nederland zal een eerste stap zijn om dit te onderzoeken.

Published
2012

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