Jeroen van der Linden - PhD project data for study 2

<B>Abstract </B><BR><BR>
Most courses in higher education finish with one or more assessments which commonly all have to be passed. In these courses, student learning is commonly measured using conventional classroom tests, therefore test preparation is a common task for students. In higher education, compared with students’ prior education, they are faced with a more complex curriculum and have to perform their studies with less guidance and limited resources. Therefore, effective and efficient test preparation is important. A strategy to help students study effectively in the context of test preparation is to make the appropriate control decisions, for instance to cease test preparation on specific content and (re) study other subjects that need attention. These control decisions are an important psychological aspect of the test preparation study process. We conducted a qualitative study on how students made control decisions in a test preparation period for a knowledge test in Educational Sciences. The study was conducted with students of a teacher training program at a University of Applied Sciences in the Netherlands. Results show that different progressions of learning judgements and the self-efficacy of students led to two different saturations. This in turn led to students making either no, inaccurate, or accurate control decisions. This article discusses the impact and practical implications of these insights.<BR><BR>
<B>Data </B><BR><BR>
The quantitative dataset comprises the responses to the Motivated Strategies for Learning Questionnaire (MSLQ) and the grades from the Educational Sciences exams in the first and second year of teacher training. In addition, the (qualitative) estimates for awareness status, control and goal orientation, as used in the two articles, are provided. These responses and scores come from the 18 participants in the two articles. The data are provided in an Excel file with separate sheets: 1) article information, 2) grades, 3) MSLQ scores, and 4) the raw data from the MSLQ questionnaire.<BR>
The qualitative dataset consists of 18 transcripts of approximately one-hour interviews with students. These transcripts are in Dutch, the native language of the students.<BR>
18 students from different teacher training programmes at a University of Applied Sciences in the Netherlands participated in this study. All students are given aliases that correspond to the file names of the transcripts and quantitative data in the spreadsheet.<BR><BR>