دورية أكاديمية
Understanding Effort Regulation: Comparing 'Pomodoro' Breaks and Self-Regulated Breaks
| العنوان: | Understanding Effort Regulation: Comparing 'Pomodoro' Breaks and Self-Regulated Breaks |
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| اللغة: | English |
| المؤلفون: | Biwer, Felicitas (ORCID |
| المصدر: | British Journal of Educational Psychology. Aug 2023 93(2):353-367. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Strategies, Time Blocks, Self Management, Short Term Memory, Undergraduate Students, Graduate Students, Foreign Countries, Attention Control |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1111/bjep.12593 |
| تدمد: | 0007-0998 2044-8279 |
| مستخلص: | Background: During self-study, students need to monitor and regulate mental effort to replete working memory resources and optimize learning results. Taking breaks during self-study could be an effective effort regulation strategy. However, little is known about how breaktaking relates to self-regulated learning. Aims: We investigated the effects of taking systematic or self-regulated breaks on mental effort, task experiences and task completion in real-life study sessions for 1 day. Sample: Eighty-seven bachelor's and master's students from a Dutch University. Methods: Students participated in an online intervention during their self-study. In the self-regulated-break condition (n = 35), students self-decided when to take a break; in the systematic break conditions, students took either a 6-min break after every 24-min study block (systematic-long or 'Pomodoro technique', n = 25) or a 3-min break after every 12-min study block (systematic-short, n = 27). Results: Students had longer study sessions and breaks when self-regulating. This was associated with higher levels of fatigue and distractedness, and lower levels of concentration and motivation compared to those in the systematic conditions. We found no difference between groups in invested mental effort or task completion. Conclusions: Taking pre-determined, systematic breaks during a study session had mood benefits and appeared to have efficiency benefits (i.e., similar task completion in shorter time) over taking self-regulated breaks. Measuring how mental effort dynamically fluctuates over time and how effort spent on the learning task differs from effort spent on regulating break-taking requires further research. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1386535 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0007-0998 2044-8279 |
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| DOI: | 10.1111/bjep.12593 |