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Correction to: Social Psychology of Education https://doi.org/10.1007/s11218-022-09733-3
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Table 1
Persistence (N = 5632) | Performance (N = 5379) | |||
---|---|---|---|---|
B(SE) | B(SE) | B(SE) | B(SE) | |
Constant | −1.019** (0.000) | −1.022*** (0.000) | −3.609*** (0.005) | −3.601*** (0.002) |
Feedback level (L1) | ||||
Time till exam | −0.149** (0.001) | −0.151*** (0.001) | −0.035 (0.452) | −0.036 (0.449) |
Session length | 0.130*** (0.001) | 0.131*** (0.001) | ||
Item processing time | −51.634*** (0.000) | −51.517*** (0.000) | ||
Progress | 0.203*** (0.000) | 0.201*** (0.000) | 0.037** (0.044) | 0.075** (0.039) |
Level | −0.034 (0.435) | −0.033 (0.451) | 0.394*** (0.000) | 0.393*** (0.000) |
Feedback | −0.023 (0.470) | −0.024 (0.457) | 0.050 (0.163) | 0.053 (0.142) |
Proportion of correct itemsa | 0.533 (0.161) | 0.542 (0.155) | 1.050*** (0.000) | 1.056*** (0.000) |
Learner level (L2) | ||||
Promotion orientation | 0.010 (0.875) | 0.008 (0.898) | 0.007 (0.900) | 0.008 (0.882) |
Prevention orientation | 0.018 (0.786) | 0.017 (0.802) | 0.014 (0.805) | 0.015 (0.787) |
Cross-level-interactions | ||||
Promotion orientation × Feedback | −0.062* (0.057) | 0.067* (0.066) | ||
Prevention orientation × Feedback | −0.038 (0.246) | 0.033 (0.372) |
Table 2.
Persistence (N = 3702) | Performance (N = 3702) | |||||
---|---|---|---|---|---|---|
B(SE) | B(SE) | B(SE) | B(SE) | B(SE) | B(SE) | |
Constant | 1.162*** (0.099) | 1.161*** (0.099) | 1.160*** (0.099) | 0.584*** (0.020) | 0.584*** (0.020) | 0.585*** (0.020) |
Session level (L1) | ||||||
Time till exam | 0.065* (0.037) | 0.057 (0.037) | 0.062* (0.037) | −0.011 (0.008) | −0.011 (0.008) | −0.011 (0.008) |
Proportion of correct items (p × 1−p) | 8.044*** (0.332) | 8.053*** (0.331) | 8.045*** (0.331) | |||
Learning time | −0.000 (0.000) | −0.000 (0.000) | −0.000 (0.000) | |||
Feedback | −0.044 (0.028) | −0.045 (0.028) | −0.081** (0.038) | −0.003 (0.006) | −0.003 (0.006) | 0.008 (0.009) |
Learner level (L2) | ||||||
Fluency | −0.120 (0.119) | −0.122 (0.119) | −0.099 (0.119) | −0.069** (0.028) | −0.069** (0.028) | −0.072** (0.028) |
Promotion orientation | −0.153*** (0.058) | −0.137*** (0.059) | −0.164*** (0.076) | 0.004 (0.014) | 0.003 (0.014) | 0.003 (0.018) |
Prevention orientation | −0.033 (0.058) | −0.037 (0.058) | −0.035 (0.079) | −0.003 (0.014) | −0.004 (0.014) | −0.006 (0.018) |
Cross-level-interactions | ||||||
Promotion orientation × Feedback | 0.075*** (0.027) | 0.098*** (0.037) | −0.002 (0.006) | 0.001 (0.008) | ||
Promotion orientation × Fluency | −0.068 (0.118) | −0.002 (0.028) | ||||
Feedback × Fluency | 0.095 (0.056) | −0.030** (0.013) | ||||
Prevention orientation × Feedback | −0.022 (0.027) | −0.080** (0.037) | −0.003 (0.006) | −0.005 (0.008) | ||
Prevention orientation × Fluency | −0.0098 (0.116) | 0.007 (0.027) | ||||
Promotion orientation × Feedback × Fluency | −0.002 (0.059) | −0.019 (0.013) | ||||
Prevention orientation × Feedback × Fluency | 0.134** (0.054) | −0.002 (0.012) |
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Janson, M.P., Siebert, J. & Dickhäuser, O. Correction to: Everything right or nothing wrong? Regulatory fit effects in an e-learning context. Soc Psychol Educ 26, 881–883 (2023). https://doi.org/10.1007/s11218-023-09774-2
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DOI: https://doi.org/10.1007/s11218-023-09774-2