Marc Philipp Janson
Biographic Data
| ID | 5706830 |
|---|---|
| NAME | Marc Philipp Janson |
| GIVEN NAMES | Marc Philipp |
| FAMILY NAME | Janson |
| SIGNATURE | JANSON M P |
| AFFILIATIONS | University of Mannheim Mannheim Germany |
| ORCID | 0000-0001-5371-1277 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Judgments of learning in the wild
The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relativel…
Tracing affect in digital learning
Self-regulated learning is a critical 21st-century skill, particularly in e-learning environments, where learners must manage cognitive, motivational, and affective processes with limited external support. Recent research has put emphasis on better understanding and fostering SRL by using self-reports and log data. However, studies that temporally align introspective and behavioral measures within intelligent tutoring systems to examine affective…
Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation
BACKGROUND: While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner. AIMS: Although TMT is supported by empirical studies with self-reported academic procrastin…
Everything right or nothing wrong? Regulatory fit effects in an e-learning context
Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as a very basic form of feedback informing learners about the correctness of their answers, can be framed in different ways emphasizing either what was correct or what must be improved. The regulatory focus theory describes different strategic orientations of individuals towards goals, which may be associated with different effects of d…
Everything right or nothing wrong? Regulatory fit effects in an e-learning context
Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as a very basic form of feedback informing learners about the correctness of their answers, can be framed in different ways emphasizing either what was correct or what must be improved. The regulatory focus theory describes different strategic orientations of individuals towards goals, which may be associated with different effects of d…
Everything right or nothing wrong? Regulatory fit effects in an e-learning context
Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as a very basic form of feedback informing learners about the correctness of their answers, can be framed in different ways emphasizing either what was correct or what must be improved. The regulatory focus theory describes different strategic orientations of individuals towards goals, which may be associated with different effects of d…
Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation
BACKGROUND: While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner. AIMS: Although TMT is supported by empirical studies with self-reported academic procrastin…
Judgments of learning in the wild
The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relativel…
Tracing affect in digital learning
Self-regulated learning is a critical 21st-century skill, particularly in e-learning environments, where learners must manage cognitive, motivational, and affective processes with limited external support. Recent research has put emphasis on better understanding and fostering SRL by using self-reports and log data. However, studies that temporally align introspective and behavioral measures within intelligent tutoring systems to examine affective…
Cognitive psychology (2 works) · Innovative Teaching and Learning Methods (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Psychology (2 works) · Situational ethics (2 works) · Social Psychology (2 works) · Academic achievement (1 works) · Affective Computing (1 works) · Arousal (1 works) · Behavioral Health and Interventions (1 works)