Task-Dependent Effects of Effort Framing on Perceived Effort, Study Time, and Learning Outcomes

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Framing Effort, Building Efficacy: Motivational Insights Across Contexts

Abstract

This study builds on Koriat et al. (2014a), who examined how effort framing moderates the relationship between effort, time, and judgments of learning (JoLs) in memorisation tasks. Replicating their framework with both memorisation and educational tasks, this research explored not only moderation but also direct effects of effort framing. Mixed-effects models showed that moderation effects were limited to memorisation tasks, where goal-driven framing positively moderate the effort-JoL and time-JoL relationships. In contrast, direct effects were more prominent in educational tasks: goal-driven framing led to higher perceived effort, reduced study time, and improved performance. These findings suggest that effort framing has a potential practical implication to modify learners’ perceptions of effort during metacognitive monitoring in self-regulated learning.

Authors

• Yiting Hao, Shenzhen University

• Lars-Erik Malmberg, University of Oxford

• Gabriel J. Stylianides, University of Oxford