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The Benefits of Delayed Gratification in Schools

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The Benefits of Delayed Gratification in Schools

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Many wonder how marshmallows relate to self-control. Studies have been conducted showing the correlation in terms of children. A marshmallow was left in front of the kids and they were told if they don't eat it and wait for the adult to come back, then they can have two marshmallows. Those who ate the marshmallow right away got instant gratification, but this doesn't help them in the long run. Those who waited had the self control and got more long term gratification. The kids were followed throughout life, and those with more self control when it came to the marshmallow were said to have better social skills, be more attentive, verbally fluent, able to deal with stress and academically successful. Delayed gratification isn't only for small children, anyone can practice it. By having the self control to complete school work and spend time studying, instead of things for pleasure, this will greatly benefit you long term. Not only will you be fulfilled having completed all your school work so you don't have to worry about it, but it actually benefits you academically. You become a better student and learn more if you have good self control. This is why schools are trying to minimize distractions, like phones, to help students practice self control.

(Shoda et al., 1990)

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The Road to Completion is Longer than you Think...

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The Road to Completion is Longer than you Think...

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You may have good intentions of working on an assignment at a later date, but you may not be aware of future obstacles that can prolong it even further. A study from Buehler, Griffin and Ross found that 70% of students overestimated when they would finish a project by 21 days the average predicted due date (1994). That is why it is important to set goals, stick to them and limit distractions in order to meet intended deadlines.

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Stepping into a new chapter of your life and starting the journey of college is a very big change and can be very stressful. Studies show how resilience, delayed gratification and stress can alter how well students perform in college. These three topics can greatly affect performance for students. Studies were conducted on psychology students to try and predict their performance based on these things. The thing that helped them determine this was the students past performance. Delayed gratification is a good skill to have in general and if they have good self control, this can transfer over to college with them.

(Duran, C. A. K., & Grissmer, D. W. 2020)

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Students who were told they were to teach a lesson had significant benefits to their learning. It allowed them to outperform their peers who had not been tasked with teaching, giving them an advantage, to remember key concepts and information. This strategy prepared them for how they would approach through successful retrieval.

(Nestojko et al., 2014)

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Why it's Important to Come Up With your Own Explanation

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Why it's Important to Come Up With your Own Explanation

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Researchers placed students in three groups, and were asked to read three different lists of sentences. The first group was asked to read sentences like "the hungry man got in his car", the second group was asked to read sentences with an explanation like "the hungry man got in his car to go to the restaurant", and the last group read the sentences and had to answer a question "why would he do that".

The first group of students who read sentences like "the hungry man got in his car", recalled on average 37% of them correctly. The second group of students who read sentences with an explanation recalled on average 35% of them correctly. The third group of students who read sentences with an explanation and then had to answer a question, recalled 71% of the sentences correctly.

(Pressley et al., 1987)

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Students were asked to take notes on a computer and on paper. The students who were asked to take notes electronically performed worse on conceptual-based questions (questions that can be answered only on knowing the concepts). Students that typed their notes wrote 30% more than those who wrote on paper. The ones who typed, had "shallow" notes meaning they didn't think while typing it. Students still typed, even when told the consequences of doing so. Students were asked to review their notes prior to a final exam, and those who wrote their notes outperformed those that typed.

(Mueller et al., 2014)

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Source 1: Scholarly source summary from The Science of Learning (Watson & Busch, 2021).

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Source 1: Scholarly source summary from The Science of Learning (Watson & Busch, 2021).

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The Consequences of you Mobile Phones and Academic Performance 

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The Consequences of you Mobile Phones and Academic Performance 

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While mobile phones have become an integral part of our lives, research has shown that they pose a significant distraction, negatively affecting students’ academic performance. In an experiment involving two groups of students completing the same questionnaire—one with a phone in front of them and the other with a notepad—the research suggests that the mere presence of a cell phone, regardless of usage, leads to a decline in academic performance across all age groups. The study found that the proximity of a mobile phone resulted in a 20% reduction in attention, concentration, and overall performance. This is why many people may remember phones being banned from middle or high schools, and why it may be beneficial to leave your phone off or put it away during class

(Thorton et al., 2014).

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Observing Someone Partake in a Skill Does Not Always Equal Success 

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Observing Someone Partake in a Skill Does Not Always Equal Success 

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As observers watched someone perform a task, it gave them a false sense of confidence that they can efficiently do the same. A study from Kardas and O'Brien found that the more people watch someone else do a skill, the more they believe they can achieve this skill as well. The study further determined that watching the skill repetitively did not improve observer ability any more than watching the skill once. The false confidence that arose from believing they could achieve the skill only occurred only when observers watched someone else do it, not from reading about it. Highlighting is another way students often confuse their level of confidence and knowledge on a topic. Other study strategies have been proven to be more beneficial to ensure complete confidence.

(Kardas & O'Brien, 2018)

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On average we sleep about 20 years of our life. Doctors are telling teenagers that they need to get about eight to ten hours of sleep a night, many report saying they get less than seven. Getting a good night's rest allows the brain to create new memories and make the brain associate with positive things. Having a bad night's rest connects the brain in a negative way. Making kids more depressed, bring up negative memories, and leaving kids feeling more stressed. Many kids get sick due to their irregular sleep patterns which then leads to missing more school and falling farther behind.

(Walker and van der Helm, 2009)

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From this poster I will be able to identify how delayed gratification can benefit my learning. 

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From this poster I will be able to identify how delayed gratification can benefit my learning. 

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Self-Set Study Goals to Improve Academic Performance 

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Self-Set Study Goals to Improve Academic Performance 

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It has been found that setting proximal goals (short-term, in reach goals) has been proven to increase overall grade level in a course. The more specific the goal, the better an individual does on their exam

(Alessandri et al., 2020).

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From the video, I can solve the planning fallacy if I am ever in a similar situation.

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From the video, I can solve the planning fallacy if I am ever in a similar situation.

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Source 2: Another scholarly source to back up suggestion.

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Source 2: Another scholarly source to back up suggestion.

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Media: A picture, video or some other created form that is tied to an objective related to the study suggestion.

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Media: A picture, video or some other created form that is tied to an objective related to the study suggestion.

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Sources Cited: Full citations in APA format.

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Sources Cited: Full citations in APA format.

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Teaching to an Imaginary Audience Can Be Better Than a Live Audience

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Teaching to an Imaginary Audience Can Be Better Than a Live Audience

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College students watched a chemistry video with the expectation that they would be teaching its contents….in a brief, 5-minute lesson…. after the viewing. The subjects were divided into three groups:

(a) those who would teach to a camera without an audience

(b) those who would explain to one other student (face-to-face) who had not seen the video and

(c) those who would explain to seven students in a face-to-face situation.

Later, the “teachers” were all tested on their knowledge of the chemistry content. Teaching to the imaginary audience…the camera only (a)…..produced significantly better retention on a transfer test for the teachers. The authors note that the imaginary audience most likely produces fewer distractions and lowers anxiety connected to facing real humans. Implications are that students who are learning something new could increase their understanding by explaining what they are learning to an imaginary video audience.

(Wang et al., 2023)

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From the poster, I can identify study habits that are more effective than just reading my notes.

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From the poster, I can identify study habits that are more effective than just reading my notes.

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Nestojko, J., Bui, D., Kornell, N., & Bjork, E. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory and Cognition, 42(7), 1038–1048.

Wang, F., Cheng, M., and Mayer, R. (2023, May 25). Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience. Journal of Educational Psychology, 115(6), 783-797. http://dx.doi.org/10.1037/edu0000801

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Lack of Sleep and it's Effects of School 

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Lack of Sleep and it's Effects of School 

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Many students who struggle with a lack of sleep tend to not do better in school. It does not only affect school work but the physical health of the body. Sleep is your body's way of recharging and healing. Many relationships are affected in a negative way due to a lack of sleep. Schoolwork is one of the biggest things that is affected by sleep. Students will not be paying attention in the classroom, falling asleep in class instead of paying attention, and then this will affect their work ethics along with test scores.

(Harper, L., McAnelly, S., Walshe, I., Ooms, A., & Tuffrey-Wijne, I. M. (2023.)

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Long-Hand Note Takers are More Successful in Understanding Content 

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Long-Hand Note Takers are More Successful in Understanding Content 

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Research found that longhand note takers recorded more in-depth lesson ideas compared to those who took notes on their computer. Long-hand note takers also reported more of a positive attitude than those who typed notes. Long-hand note takers understood the material more than those who took notes on a computer, as computer note-takers just typed, they didn't reflect on the information they were writing.

(Colliot et al., 2022)

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From this poster, I will be able to summarize the key information for effective note-taking

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From this poster, I will be able to summarize the key information for effective note-taking

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Colliot, T., Kiewra, K. A., Luo, L., Flanigan, A. E., Lu, J., Kennedy, C., & Black, S. (2022). The effects of graphic organizer completeness and note-taking medium on computer-based learning. Education and Information Technologies, 27(2), 2435-2456. https://doi.org/10.1007/ s10639-021-10693-y

Mueller, P., & Oppenheimer, D. (2014). The pen is mightier than the keyboard: Advantages longhand over laptop note taking. Psychological Science, 25(6), 1159–1168.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Research shows that when students are given a question-answering approach it has been shown to prompt better task engagement in learning. As well, when students process the assessment-related questions should prompt a higher outcomes assessment.

(Finney, S. J., 2023)

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From this image, I can explain why asking questions helps people with their excitement to learn and retain information along with keeping an open mind to the questions and curiosity.

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From this image, I can explain why asking questions helps people with their excitement to learn and retain information along with keeping an open mind to the questions and curiosity.

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Finney, S. J. (2023). "I have a few questions": Reframing assessment practice as asking and answering questions that matter. Online Submission, 6(1), 18-34.

Pressley, M., McDaniel, M. A., Turnure, J. E., Wood, E., & Ahmad, M. (1987). Generation and precision of elaboration: Effects on intentional and incidental learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(2), 291.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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What Impact do the People Around you Have on How Hard you Work?

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What Impact do the People Around you Have on How Hard you Work?

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When students were given a task by researchers that made some have to work harder than others the studies showed that students were more likely to work harder on a task if the person next to them was also working hard even if they couldn't see what tasks the other students had to complete. The bandwagon effect explains that people adopt the behaviors of those around them, and some of us have an automatic need to imitate what's around us (ex. when someone yawns). In a classroom a good way to implement this is by having students do tasks next to others that exert a lot of effort to help them do the same.

(Desender et al., 2016)

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What is Contagious Effort and How Does it Affect your Motivation?

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What is Contagious Effort and How Does it Affect your Motivation?

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This journal emphasizes the importance of Cdt (creative divergent thinking) along with how it correlates into the contagious nature of motivation in students. In this journal some hypotheses are further looked at, which lead to the author explaining how when creative thinking, is met with motivational thinkers, it becomes contagious as more people develop a positive attitude throughout the exercise. When the students were more motivated, they had put in more effort, and were able to perceive more of what was being done.

(Krishen A.S, 2022)

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From this poster I can apply my knowledge of knowing effort and motivation is contagious through my awareness of my own attitude, so I can bring more effort and positivity to others around me.

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From this poster I can apply my knowledge of knowing effort and motivation is contagious through my awareness of my own attitude, so I can bring more effort and positivity to others around me.

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Dual-Coding Pictures and Words Together Has its Benefits

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Dual-Coding Pictures and Words Together Has its Benefits

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Students were given the task to revise with just words, just pictures, words and then pictures, and finally words and pictures together. A study from Meyer and Anderson determined that students who studied with both words and pictures answered over 50% more correct answers than those who were tasked with studying them alone or one after the other. This method of Dual-Coding provides links between verbal and visual representations that directs information to long term memory. This significant result focuses on the application of knowledge to different questions, rather than verbal recall, which had no change based on the revising task.

(Mayer & Anderson, 1991)

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How Pictures and Words Bridge Together to Further Learning Comprehension

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How Pictures and Words Bridge Together to Further Learning Comprehension

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The link between visualization and reading is a core element of literacy and how we imagine our interpretation of a text. To understand what we read and write, it is crucial to picture the word's meaning and role in the text. By including a visual form along with a text or one's own writing, a more effective representation is created for an idea. One may influence the other and lead to an expansion of creative ideas and thought. The use of pictures with text has also been significantly beneficial for English Language Leaners that rely on the two for successful comprehension.

(Olshansky, 2018)

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From this poster, I can identify the significance of learning with pictures and words and how it may impact my educational goals. 

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From this poster, I can identify the significance of learning with pictures and words and how it may impact my educational goals. 

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Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484–490.

Olshansky, B. (2018). The universal language of pictures: A critical tool for advancing student writing. TESOL Journal, 9(4). https://doi.org/10.1002/tesj.402

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Two research studies were conducted to determine the results the false certainty effect has on correct answers. Through a knowledge test, this effect displayed an increase in confidence among the correctness of incorrect answers after online information search. The results of the first study showed that false confidence occurred even when no learning was acquired in a search activity. The second study determined that the false certainty was the effect of the information search activity itself instead of identical knowledge tests.

(Von Hoyer et al., 2022)

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From this poster, I can explain the different ways I can avoid false confidence and improve my authentic confidence.

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From this poster, I can explain the different ways I can avoid false confidence and improve my authentic confidence.

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Kardas, M., & O’Brien, E. (2018). Easier seen than done: Merely watching others perform can foster an illusion of skill acquisition. Psychological Science, 29(4), 521–536.

von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. Journal of Computer Assisted Learning, 38(3), 833-844. https://doi.org/10.1111/jcal.12657

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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﻿﻿Desender, K., Beurms, S.., & Van den Bussche, E. (2016). Is mental effort exertion contagious? Psychonomic Bulletin &
Review, 23(2), 624-631.

Krishen, A. S. (2022). Where there's a will, there's a way: Synthesizing creativity, contagious motivation, and unique projects into the courseexperience. Journal of Marketing Education, 44(1), 41-53.10.1177/02734753211006820

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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The main findings from a comprehensive review on feedback interventions suggest that, on average, feedback significantly improves student performance. However, over one-third of feedback interventions can be detrimental, with feedback about a person's ability more likely to hinder future efforts, while task-focused feedback enhances performance. Feedback that motivates can improve efforts but reliance on motivational feedback may lead to a decline in performance when withdrawn.

Related research emphasizes the importance of praising effort over the innate ability to avoid fostering narcissistic behavior. Feedback timing matters; immediate feedback tends to be more beneficial than delayed feedback, especially in real-world environments. The study has implications for classrooms, cautioning that feedback interventions are double-edged swords. Teachers should not rush to give feedback, as its quality matters more than quantity.

(Kluger and DeNisi, 1996)

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Should Effective Feedback Come From The Principal?

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Should Effective Feedback Come From The Principal?

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The research investigates the impact of the Genuine Effective Feedback Program (GEFP) on school principals' ability to provide effective feedback, using both quantitative surveys with teachers and qualitative interviews with principals.

Quantitative results show a significant improvement in feedback capacity, particularly in the function factor. Teachers perceive GEFP-trained principals' feedback as significantly more effective than pre-training.

Qualitative findings highlight increased awareness, professional development, and positive changes in managerial and instructional leadership behaviors. Principals express enhanced job satisfaction and self-efficacy.

Challenges in supervision and feedback, such as anxiety, are acknowledged. Recommendations include widespread dissemination and continuous development of GEFP.

In summary, the study concludes that GEFP effectively improves school principals' feedback skills, supported by both quantitative and qualitative evidence, with broader implications for educational leadership professional development.

(Balcı, S., & Özkan, H., 2023)

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From this image, I can implement the steps necessary to take in feedback.

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From this image, I can implement the steps necessary to take in feedback.

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Red and White Productive Habits Self-Improvement Infographic Poster (3)

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Teal Peach Lilac Modern Playful Productivity Tips Infographic Instagram Post

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Harper, L., McAnelly, S., Walshe, I., Ooms, A., & Tuffrey-Wijne, I. M. (2023). Behavioural sleep problems in children and adults with intellectual disabilities: An integrative literature review. Journal of Applied Research in Intellectual Disabilities, 36(5), 916-928. https://doi.org/10.1111/jar.13116

Walker, M. P., & van Der Helm, E. (2009). Overnight therapy? The role of sleep in emotional brain processing. Psychological Bulletin, 135(5), 731.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Balci, S., & Özkan, H. (2023). Development, Implementation, and Evaluation of an Effective Feedback Program for School Principals to Improve In-Class Teaching. Shanlax International Journal of Education, 11(spec iss 1), 242-258. https://web.s.ebscohost.com/ehost/detail/detail?vid=2&sid=90771e8c-ca35-4b10-a29f-dedae1dfb494%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ1392140&db=eric

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know.

Routledge Taylor & Francis Group.

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Daydreaming and How it Can Affect Test Scores

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Daydreaming and How it Can Affect Test Scores

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Within the University of Waterloo in Canada, a research study was conducted based on how often students' spent their time daydreaming. Over the span of 12 weeks, 154 students were tracked daily, as well as they had to report the level of their concentration, at random moments. There were 5 main findings that resulted from this research. Finding 1, 14% of the time was unintentionally spent daydreaming, while 20% of the time spent was intentionally spent daydreaming. Finding 2, the attention levels didn't decrease continuously, but instead varied. The attention levels were lower in the third quarter, than they were in the fourth quarter. Finding 3, students' were most likely to daydream on a Monday or Friday and focused more on Wednesday. Finding 4, students were more likely to report being distracted, towards the end of the term. This was due to students worrying about not doing well on the exam. The last finding is that the more students reported to daydreaming, the worse their results were on the exam.

(Wammes et al., 2016)

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The Way University Students Cope with Real World Problems: Daydreaming

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The Way University Students Cope with Real World Problems: Daydreaming

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Daydreaming is a widespread mental activity that consumes 3% to 70% of most people's lives(Klinger et. al 2009). During this time, people experience mental freedom, secluding environmental awareness(Baird et. al 2011). According to the thematic analysis, there are 3 keys to daydreaming. The first theme is daydreams. This theme includes students' thinking of the future and life after college. They often worry about not finding a job or not being hired after graduating. The second theme is the positive aspects of daydreaming. In this theme, affirmative words and goals set for the future, often leave students in a happy state of mind. This aspect also leaves students feeling more motivated than before. The last theme is the negative aspects of daydreaming. In this particular theme, students are often left feeling like a "lost cause." This way of daydreaming can lead to disappointment, sadness and even depression.

(Klinger et al., 2009) & (Baird et al., 2011)

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From this powerpoint, I can discern the difference between positive and negative daydreaming

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From this powerpoint, I can discern the difference between positive and negative daydreaming

# data[].attributes.body
Canpolat, M. (n.d.). International Journal of Psychology and Educational Studies. International Journal of Psychology and Educational Studies, 2022(2), 417–426. https://doi.org/10.52380/ijpes.2022.9.2.686

Wammes, J., Boucher, P., Seli, P., Cheyne, J., & Smilek, D. (2016). Mind wandering during lectures I: Changes in rates across an entire semester. Scholarship of Teaching and Learning in Psychology, 2(1), 13–32. 4

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Duran, C. A. K., & Grissmer, D. W. (2020). Choosing immediate over delayed gratification correlates with better school-related outcomes in a sample of children of color from low-income families. Developmental Psychology, 56(6), 1107-1120. https://doi.org/10.1037/dev0000920

Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.

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Self-Talk and How it Can Regulate your Thoughts and Emotions Under Stress

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Self-Talk and How it Can Regulate your Thoughts and Emotions Under Stress

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Research has shown that talking about yourself in the third person has benefits compared to talking about yourself in the first person. Researchers had students talk about themselves in two ways: saying, “I thought that”, and “(their name) thought that”. The students then faced a range of situations such as recalling bad events, meeting new people, and presenting in front of their peers. Those using the first person felt more emotional intensity and performed worse in social interactions.

Although talking about yourself in the third person is uncommon, research suggests that doing so enhances people’s ability to regulate their thoughts and emotions under stress.

This study sheds light on a unique strategy that could serve as a valuable tip for students navigating the challenges of college. Encouraging students to adopt this practice, especially during high-stress situations such as exams or presentations, could improve emotional regulation and performance.

(Kross et al., 2014).

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A female university student participated in a 15-week study aimed at improving the quality of her academic experience through self-talk. The investigation used various methods, including interviews and regular journaling, to document the student's feelings. Through these activities, the student engaged in self-monitoring and self-reflection, providing a detailed account of her evolving experience. The study reveals that the intervention had a positive impact on the student's ability to regulate her emotions, leading to increased self-awareness and self-control. Moreover, it resulted in enhanced self-talk and self-confidence. This case study highlights the potential effectiveness of interventions that prioritize emotional regulation and positive self-talk in fostering a more positive academic experience for university students

(Guerin et al., 2010).

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From this poster, I can explain the Impacts of Self-Talk on the regulation of emotions. 

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From this poster, I can explain the Impacts of Self-Talk on the regulation of emotions. 

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Guerin, E., Arcand, I., & Durand-Bush, N. (2010). A View from the Inside: An In-Depth Look at a Female University Student's Experience with a Feel-BAsed Intervention to Enhance Self-Confidence and Self-Talk. The Qualitative Report, 15(5), 1058-1079.

Kross, E. et al., (2014), Self-talk as a regulatory mechanism: How you do it matters. Journal of Personality and Social Psychology, 106(2), 304.

Watson, E., & Busch, B. (2021). The Science of Learning: 99 Studies that Every Teacher Needs to Know. Routledge Taylor & Francis Group.

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Mobile Phone Usage and the Distractions 

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Mobile Phone Usage and the Distractions 

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The data from a study involving 300 students reveals the distraction caused by mobile phones in the classroom. A significant 53.2% of students admitted to using their phones 21-30 times per day in class, with 12.3% surpassing that frequency. 54% of students were texting, and 17% were mobile gaming in class. The consequences were apparent,  with 52% acknowledging that mobile phones affected their ability to concentrate in class. Moreover, 41% of students expressed a belief that explicit phone policies are necessary. Based on this research, putting phones away during class is proven to be a beneficial practice to eliminate distractions and enhance academic performance.

(Jawad & Sohail, 2019)

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From this poster, I can describe the Impact of Mobile Phones on students' academic performance. 

# data[].attributes.subject
From this poster, I can describe the Impact of Mobile Phones on students' academic performance. 

# data[].attributes.body
Guerin, E., Arcand, I., & Durand-Bush, N. (2010). A View from the Inside: An In-Depth Look at a Female University Student's Experience with a Feel-BAsed Intervention to Enhance Self-Confidence and Self-Talk. The Qualitative Report, 15(5), 1058-1079.

Jawad, J., & Sohail, S. (2019). MOBILE PHONE USAGE AND DISTRACTION IN LEARNING SESSIONS. Pakistan Armed Forces Medical Journal, 69(1), 54-60-.

Watson, E., & Busch, B. (2021). The Science of Learning: 99 Studies that Every Teacher Needs to Know. Routledge Taylor & Francis Group.

# data[].attributes.body
Alessandri, G. Borgogni, L. Latham, G. Theodorou, G. De Longis, E. (2020). Self-set goals improve academic performance through nonlinear effects on daily study performance. Learning and Individual Differences. 77, 1-12, https://doi.org/10.1016/j.lindif.2019.101784

Buehler, R., Griffin, D., & Ross, M. (1994) Exploring the "planning fallacy": Why people underestimate their task completion times. Journal of Personality and Social Psychology, 67(3), 366.

Watson, E., & Busch, B. (2021). The science of learning: 99 studies that every teacher needs to know. Routledge Taylor & Francis Group.