Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Cognitive Ability | 1 |
| Difficulty Level | 1 |
| Experience | 1 |
| Knowledge Level | 1 |
| Learner Controlled Instruction | 1 |
| Males | 1 |
| Metacognition | 1 |
| Motivation | 1 |
| Performance | 1 |
| Self Efficacy | 1 |
| Self Evaluation (Individuals) | 1 |
| More ▼ | |
Author
| Arsenault, Matthew L. | 1 |
| Cooper, Olivia D. | 1 |
| Day, Eric Anthony | 1 |
| Harkrider, Lauren N. | 1 |
| Hughes, Michael G. | 1 |
| Schuelke, Matthew J. | 1 |
| Wang, Xiaoqian | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Oklahoma | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHughes, Michael G.; Day, Eric Anthony; Wang, Xiaoqian; Schuelke, Matthew J.; Arsenault, Matthew L.; Harkrider, Lauren N.; Cooper, Olivia D. – Journal of Applied Psychology, 2013
An inherent aspect of learner-controlled instructional environments is the ability of learners to affect the degree of difficulty faced during training. However, research has yet to examine how learner-controlled practice difficulty affects learning. Based on the notion of "desirable difficulties" (Bjork, 1994), this study examined the…
Descriptors: Learner Controlled Instruction, Difficulty Level, Young Adults, Males
