The relationship between students' reports of learning and their actual recall of lecture material: A validity test

By Joseph L. Chesebro, J. Mccroskey. 2000

109 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8839dd463e8e67f8dd45dd4d70fe30a98f814732

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In Social Psychology

Citations in the corpus

Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure? (2010, background): “Chesebro and McCroskey (2000) examined the relationship between a 2-item selfassessment measure and a 7-item measure of factual knowledge; they reported a correlation of .50.”
Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes. (2011, background): “…shown that students can report accurately on their Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 1, January 2011. www.iupui.edu/~josotl 55 own learning (Chesebro and McCroskey, 2000), and that their perceptions can influence learning outcomes (Lizzo, Wilson, and Simons, 2002).”
Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning (2013, background): “Current research demonstrates that self-report continues to be a valid measure of learning (Chesebro & McCroskey, 2000).”
The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning (2004, background): “…learning, has been widely used by instructional communication researchers for more than a decade and recently demonstrated a moderately strong correlation between students’ performance on a recall test and reports of how much they believed they learned during a lecture (Chesebro & McCroskey, 2000).”
Teacher Self-Disclosure: Amount, Relevance, and Negativity (2008, background): “Clear teaching is related to reduced student receiver apprehension and increased positive student affect and motivation, students’ reports of their own learning, and students’ ability to recall information presented (Chesebro & McCroskey, 1998b, 2000, 2001; Sidelinger & McCroskey, 1997).”
A meta‐analytical review of the relationship between teacher immediacy and student learning (2004, methodology): “In the absence of complete norms (e.g., skewness, kurtosis) for a cognitive test that correlated well with learning loss in a single study (Chesebro & McCroskey, 2000), it could not be determined if the reported r was artifactual.”
A Cross-Cultural Study of Immediacy, Credibility, and Learning in the U.S. and Kenya (2002, background): “Further, McCroskey et al. (1996) and Chesebro and McCroskey (2000) have argued in support of the validity of using a self-report measure to study learning in this type of research.”
Does Service-Learning Increase Student Learning?: A Meta-Analysis. (2012, background): “For example, Chesebro and McCroskey (2000) examined the correlation between students’ self-reported learning and their actual recall of lecture material in a large-lecture communication course. They discovered a moderately significant correlation between self-reported learning and actual recall of l”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “There is some evidence to support the notion that students can accurately assess their own learning in a course (Chesebro & McCroskey, 2000).”
An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning (2001, background): “This result contrasted with Chesebro and McCroskey's (2000) result of 25% shared variance.”