Change my mind: The impact of feedback in online self-assessments for study orientation on change in motivation of prospective students

High dropout rates at universities, often caused by false expectations and a lack of motivation, pose a serious problem in higher education. Online self-assessments (OSAs) assess expectations regarding a field of study (major) and provide feedback on the reality of the major, thus pointing out expectation-reality discrepancies as well as helping prospective students choose a major. Based on cognitive dissonance theory, pointing out expectation-reality discrepancies should be related to changes in motivation for the major (expectancies for success, subjective values, intention to choose a major) and this relationship should be strengthened by feedback. Past research has shown that OSAs can correct expectations and that expectation-reality discrepancies are related to motivation but has not investigated the role of feedback for this process. Therefore, we extend past research by examining whether the positive relationships between expectation-reality discrepancies and changes in motivation for a major are stronger for prospective students who receive feedback on their expectation-reality discrepancies than for prospective students who do not receive feedback after the assessment. We conducted a field experiment in which 234 prospective students were randomly assigned to one of two groups (EG1 = OSA including feedback; EG2 = OSA without feedback). As hypothesized larger expectation-reality discrepancies were associated with larger changes in motivation for a major (expectancies for success, subjective values, intention to choose a major). Beyond that, we found a moderation effect of the feedback condition showing that the positive relationships between expectation-reality discrepancies and expectancies for success were stronger when prospective students received feedback (vs. no feedback). As feedback only showed effects beyond expectation-reality discrepancies in one of the considered outcomes, both the development of assessment and feedback should be targeted to optimize the effectiveness of OSAs

Diagnosen im Unterricht : Zur diagnostischen Kompetenz von Lehrkräften: Wissen, Situationen und Urteilsakkuratheit

Diagnosen gehören ebenso in den unterrichtlichen Alltag einer Lehrkraft wie zum beruflichen Alltag eines Arztes oder einer Pflegefachkraft. Dabei sind unterrichtliche Diagnosen aber von Diagnosen im medizinischen Bereich zu unterscheiden. Ziel dieses Beitrags ist es, das Konstrukt der diagnostischen Kompetenz für Lehrende im Gesundheitswesen verständlich zu machen. Aktuelle Forschungsbefunde verdeutlichen zudem die Relevanz diagnostischer Kompetenz für den Lernerfolg der Schüler / innen