Paul Kirschner references an article in Cognitive Psychology (paywalled, naturally) where students describe extra effort in courses as "ineffective for learning" and hence wasted. The article describes this as a misconception on the part of students, "a misinterpreted-effort hypothesis in which the mental effort associated with many normatively effective learning strategies (desirable difficulties; Bjork & Bjork, 1992) leads learners to misinterpret them as ineffective for learning " Kirschner disagrees, representing the students' perception as an instance of "discipulus economicus, or as (s)he is pejoratively called: the calculating student. This is a student who carries out the minimum of effort for the maximum benefit; a far cry from no pain, no gain.... They call it supporting the misinterpreted-effort hypothesis. I tend to call it supporting the calculating student hypothesis."
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