Self-fulfilling prophecies in media-based learning: Content relevance moderates quality expectation effects on academic achievement |
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| Authors: | Charlotte Haimerl Stefan Fries |
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| Institution: | 1. University of Applied Sciences, Department of Business Administration, Schellingstrasse 24, D-70174 Stuttgart, Germany;2. Department of Psychology, Bielefeld University, Postfach 100131, D-33501 Bielefeld, Germany;1. Department of Urology, School of Medicine, Ondokuz Mayis University, Samsun, Turkey;2. Department of Urology, Private Ada Hospitals, Giresun, Turkey;1. Key Laboratory for Silviculture and Conservation of Ministry of Education, Beijing Forestry University, P.O. Box 454, No. 35 Qinghua East Road, Haidian District, 100083 Beijing, PR China;2. Southern Swedish Forest Research Centre, Swedish University of Agricultural Sciences, P.O. Box 49, 230 53 Alnarp, Sweden;3. Department of Forest Mycology and Plant Pathology, Swedish University of Agricultural Sciences, Box 7026, 750 07 Uppsala, Sweden;4. Chaire industrielle CRSNG-UQAT-UQAM en aménagement forestier durable, Université du Québec en Abitibi-Témiscamingue, 445 boulevard de l''Université, Rouyn-Noranda, Québec J9X 5E4, Canada;1. Laboratoire de Physique Théorique du CNRS, IRSAMC, Université de Toulouse, UPS, F-31062 Toulouse, France;2. Institut de Recherche en Informatique de Toulouse, Université de Toulouse, INPT, 31061 Toulouse, France;1. Research Center of Modernization of Traditional Chinese Medicines, Central South University, Changsha 410083, PR China;2. School of Chemistry and Chemical Engineering, Yangtze Normal University, Fuling 408100, PR China;3. Criminal Investigation Detachment, Guilin Public Security Bureau, Guilin 541213, PR China |
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| Abstract: | In the present paper a model of self-fulfilling prophecy effects in media-based learning was developed and tested. The central model assumption was that information about an instructional medium's quality affects students' academic achievement depending on the instructional content's relevance to the student. Experiment 1 (N = 100) demonstrated higher achievement in response to positive compared to negative information, but not the predicted moderating effect of content relevance. Using a revised relevance manipulation, Experiment 2 (N = 199) identified the following moderating function of content relevance: Under moderate relevance positive information led to higher achievement, under high relevance negative information resulted in higher achievement. No differences appeared under low relevance. Path analyses revealed students' cognitive effort as significant mediator for these effects. |
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