Jonathan C Hilpert
Datos Biográficos
| ID | 2154403 |
|---|---|
| NOMBRE | Jonathan C Hilpert |
| NOMBRES | Jonathan C |
| APELLIDO | Hilpert |
| FIRMA | HILPERT J C |
| AFILIACIONES | Indiana University – Purdue University Fort Wayne |
| VERIFICADO | No |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 1 |
Leveraging complexity frameworks to refine theories of engagement
Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. L…
Coping with the transition to remote instruction
The COVID-19 disruption presented considerable challenges for university students, requiring the sudden need for increased engagement in remote learning environments and the ability to cope with academic and familial demands. To examine how students self-regulated their learning during the disruption, we surveyed undergraduates (n = 226) enrolled in four sections of a large biology course once during the first week of the semester, immediately af…
A self-regulated learning analytics prediction-and-intervention design
Complex Systems Research in Educational Psychology
The purpose of this work is to provide an overview of complex systems research for educational psychologists. We outline a philosophically and theoretically sourced definition of complex systems research organized around complex, dynamic, and emergent ontological characteristics that is useful and appropriate for educational psychology. A complex systems approach is positioned as a means to align underexplored elements of existing theory with app…
Evidence for the Latent Factor Structure of the MSLQ
The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we admini…
The balanced measure of psychological needs (BMPN) scale
Examining students' future time perspective
The purpose of this study was to provide evidence for the internal structure of the domain‐general and context‐specific components of future time perspective (FTP) and to provide support for a top‐down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student …
Learning about HPV on the Internet
Young adult learning about human papillomavirus (HPV) infection has lately received increased attention in health education literature. HPV's mode of transmission, lengthy dormancy, and link to cervical cancer make the potential dangers of the infection particularly relevant for young adults. However, sexual health education in the USA is deeply intertwined with a moral debate about the appropriateness of talking openly about sexual behaviour wit…
Antecedents and trajectories of achievement goals
Background. Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. Aim. The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. Sample…
Antecedents and trajectories of achievement goals
Background. Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. Aim. The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. Sample…
Evidence for the Latent Factor Structure of the MSLQ
The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we admini…
Learning about HPV on the Internet
Young adult learning about human papillomavirus (HPV) infection has lately received increased attention in health education literature. HPV's mode of transmission, lengthy dormancy, and link to cervical cancer make the potential dangers of the infection particularly relevant for young adults. However, sexual health education in the USA is deeply intertwined with a moral debate about the appropriateness of talking openly about sexual behaviour wit…
Antecedents and trajectories of achievement goals
Background. Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. Aim. The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. Sample…
The balanced measure of psychological needs (BMPN) scale
Examining students' future time perspective
The purpose of this study was to provide evidence for the internal structure of the domain‐general and context‐specific components of future time perspective (FTP) and to provide support for a top‐down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student …
Evidence for the Latent Factor Structure of the MSLQ
The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we admini…
Complex Systems Research in Educational Psychology
The purpose of this work is to provide an overview of complex systems research for educational psychologists. We outline a philosophically and theoretically sourced definition of complex systems research organized around complex, dynamic, and emergent ontological characteristics that is useful and appropriate for educational psychology. A complex systems approach is positioned as a means to align underexplored elements of existing theory with app…
Coping with the transition to remote instruction
The COVID-19 disruption presented considerable challenges for university students, requiring the sudden need for increased engagement in remote learning environments and the ability to cope with academic and familial demands. To examine how students self-regulated their learning during the disruption, we surveyed undergraduates (n = 226) enrolled in four sections of a large biology course once during the first week of the semester, immediately af…
A self-regulated learning analytics prediction-and-intervention design
Leveraging complexity frameworks to refine theories of engagement
Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. L…
Psychology (9 obras) · Mathematics education (5 obras) · Social Psychology (5 obras) · Computer Science (4 obras) · Mathematics (3 obras) · Medicine (3 obras) · Sociology (3 obras) · Autonomy (2 obras) · Behavioral Health and Interventions (2 obras) · Clinical Psychology (2 obras)