Conceptions of Efficiency: Applications in Learning and Problem Solving

    Authors

    B. Hoffman;G. Schraw

    Comments

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    Abbreviated Journal Title

    Educ. Psychol.

    Keywords

    SELF-EFFICACY BELIEFS; INDIVIDUAL-DIFFERENCES; MENTAL EFFORT; INSTRUCTIONAL EFFICIENCY; MATHEMATICS STUDENTS; FEEDBACK COMPLEXITY; COGNITIVE-ABILITY; NEURAL EFFICIENCY; BAYESIAN NETWORKS; CRITICAL; THINKING; Education & Educational Research; Psychology, Educational

    Abstract

    The purpose of this article is to clarify conceptions, definitions, and applications of learning and problem-solving efficiency. Conceptions of efficiency vary within the field of educational psychology, and there is little consensus as to how to define, measure, and interpret the efficiency construct. We compare three diverse models that differ in computation (i.e., how efficiency scores are calculated), measurement (i.e., what variables are used to calculate an efficiency score), and application (i.e., under what research and instructional contexts each model should be used). Strengths and weaknesses of each model are discussed. The article provides a definition of the underlying construct assessed by each model and considers the most plausible interpretation of each type of efficiency score. Recommendations are provided for using these conceptions in future research, and especially the use of multiple measures in the same study.

    Journal Title

    Educational Psychologist

    Volume

    45

    Issue/Number

    1

    Publication Date

    1-1-2010

    Document Type

    Article

    Language

    English

    First Page

    1

    Last Page

    14

    WOS Identifier

    WOS:000274293000001

    ISSN

    0046-1520

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