Unintended consequences of framing a utility-value intervention in two-year colleges
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Elizabeth A. Canning, Stacy J. Priniski, Judith M. HarackiewiczAbstractUtility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV)...
Source: Learning and Instruction - May 22, 2019 Category: Psychiatry & Psychology Source Type: research

Analyzing temporal data for understanding the learning process induced by metacognitive prompts
Publication date: Available online 17 May 2019Source: Learning and InstructionAuthor(s): Katharina Engelmann, Maria Bannert (Source: Learning and Instruction)
Source: Learning and Instruction - May 19, 2019 Category: Psychiatry & Psychology Source Type: research

What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
Publication date: Available online 16 May 2019Source: Learning and InstructionAuthor(s): Lisa-Angelique Lim, Sheridan Gentili, Abelardo Pardo, Vitomir Kovanović, Alexander Whitelock-Wainwright, Dragan Gašević, Shane DawsonAbstractRecent developments in educational technologies have provided a viable solution to the challenges associated with scaling personalised feedback to students. However, there is currently little empirical evidence about the impact such scaled feedback has on student learning progress and study behaviour. This paper presents the findings of a study that looked at the impact of a learning anal...
Source: Learning and Instruction - May 16, 2019 Category: Psychiatry & Psychology Source Type: research

Modeling temporal self-regulatory processing in a higher education biology course
In this study, we leveraged multimodal online interaction trace data from 408 college students enrolled in an introductory biology class to investigate the temporal nature of self-regulation during science education. Using latent profile analyses, we found differences in self-regulatory processing predicted course performance, with implications for the development of systems for identifying and supporting students who are likely to struggle in active learning science education environments. (Source: Learning and Instruction)
Source: Learning and Instruction - May 11, 2019 Category: Psychiatry & Psychology Source Type: research

How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?
Publication date: Available online 9 May 2019Source: Learning and InstructionAuthor(s): Michelle Taub, Roger Azevedo, Ramkumar Rajendran, Elizabeth B. Cloude, Gautam Biswas, Megan J. PriceAbstractThe goal of this study was to investigate 65 students' evidence scores of emotions while they engaged in cognitive and metacognitive self-regulated learning processes as they learned about the circulatory system with MetaTutor, a hypermedia-based intelligent tutoring system. We coded for the accuracy of detecting students’ cognitive and metacognitive processes, and examined how the computed scores related to mean evidence sc...
Source: Learning and Instruction - May 11, 2019 Category: Psychiatry & Psychology Source Type: research

What multimodal data can tell us about the students’ regulation of their learning process?
Publication date: Available online 6 May 2019Source: Learning and InstructionAuthor(s): Sanna Järvelä, Jonna Malmberg, Eetu Haataja, Marta Sobocinski, Paul A. Kirschner (Source: Learning and Instruction)
Source: Learning and Instruction - May 7, 2019 Category: Psychiatry & Psychology Source Type: research

Embodied reading in a transparent orthography
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Ashley Marie Adams, Arthur M. Glenberg, M. Adelaida RestrepoAbstractThe embodiment framework posits that reading comprehension requires simulation. That is, the reader must use perceptual, action, and emotional systems to create an analogical representation of the situation described in the text. Moved by Reading teaches children to simulate by having them a) move images on a computer screen to correspond to sentences (externalizing the simulation), and then b) imagine moving the images (internal simulation). Although Moved by Reading greatl...
Source: Learning and Instruction - April 5, 2019 Category: Psychiatry & Psychology Source Type: research

The linguistic nature of Children's scientific reasoning
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): E. Van de Sande, T. Kleemans, L. Verhoeven, E. Segers (Source: Learning and Instruction)
Source: Learning and Instruction - March 20, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - March 15, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - March 15, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - March 15, 2019 Category: Psychiatry & Psychology Source Type: research

Visuospatial pathways to mathematical achievement
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Winnie Wai Lan Chan, Terry Tin-Yau Wong (Source: Learning and Instruction)
Source: Learning and Instruction - March 13, 2019 Category: Psychiatry & Psychology Source Type: research

How to make failure productive: Fostering learning from errors through elaboration prompts
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Katharina Loibl, Timo LeudersAbstractResearch on conceptual change, learning from errors, and ‘productive failure’ suggests that elaborating on errors during instruction is crucial for learning in settings which put problem solving before instruction. To reveal the role of elaboration and comparison of errors, we investigated the effect of prompting students to engage in such cognitive processes: Students in all conditions first worked on an identical problem-solving activity (targeting the comparison of fractions) without prior ...
Source: Learning and Instruction - March 11, 2019 Category: Psychiatry & Psychology Source Type: research

Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Holger Hopp, Markus Vogelbacher, Teresa Kieseier, Dieter ThomaAbstractThis longitudinal study tests effects of minority and majority-language proficiency in the early foreign language learning of English in German primary schools. In a study with monolingual German and bilingual students who speak a minority language at home (N = 200), we find that the bilingual group scores lower than the monolingual group overall, yet bilingual students outperform monolingual German students in vocabulary and grammar in early foreign language learning, o...
Source: Learning and Instruction - March 6, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - February 27, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - February 27, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - February 27, 2019 Category: Psychiatry & Psychology Source Type: research

Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts
We report three intervention studies that were conducted in university classrooms to investigate whether adults' use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b − b’) were more likely than controls to then use associativity on ‘a + b − c’ problems. We suggest that ‘a + b − b’ inversion problems may either direct spatial attention to the location of ‘b − c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. Th...
Source: Learning and Instruction - February 22, 2019 Category: Psychiatry & Psychology Source Type: research

Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters
Publication date: Available online 20 February 2019Source: Learning and InstructionAuthor(s): Jan L. Plass, Bruce D. Homer, Andrew MacNamara, Teresa Ober, Maya C. Rose, Shashank Pawar, Chris M. Hovey, Alvaro OlsenAbstractWhat is the affective quality of specific design features of game characters? The Integrative Model of Emotion in Game-based Learning (EmoGBL) describes common mechanisms of how emotion and learning processes interact to foster specific learning outcomes. In the present paper, we asked how color, shape, expression, and dimensionality of game characters induce emotions in digital games for learning. We inve...
Source: Learning and Instruction - February 20, 2019 Category: Psychiatry & Psychology Source Type: research

Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures
This study therefore investigated the temporal ordering of achievement and consensus. Consensus was assessed within the framework of classroom goal structures, and thus, for the three dimensions of task, autonomy, and recognition/evaluation. A total of 490 secondary school students (49.6% female, 31 classes) participated in the study. Results from multilevel cross-lagged panel models revealed no effect in either direction for task, but showed that higher class-average achievement at the first measurement wave positively predicted consensus on autonomy and recognition/evaluation at the second wave. The findings for autonomy...
Source: Learning and Instruction - February 17, 2019 Category: Psychiatry & Psychology Source Type: research

To add or to multiply? An investigation of the role of preference in children's solutions of word problems
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Tine Degrande, Lieven Verschaffel, Wim Van DoorenAbstractPrevious research has shown that upper primary school children frequently erroneously solve additive word problems multiplicatively, while younger children frequently erroneously solve multiplicative word problems additively. It has been suggested that children's preference for additive or multiplicative relations explains these errors, besides their lacking skills, but this claim has not been tested empirically yet. Therefore, we administered four test instruments (a word problem test, ...
Source: Learning and Instruction - February 14, 2019 Category: Psychiatry & Psychology Source Type: research

Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?
This study examines the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels. The original data set included 6020 students who participated in the German national extension of the Programme for International Student Assessment (PISA). Multilevel regression analyses showed that teacher support and classroom management were negatively related to student-level anxiety and boredom. Teacher support was positively related to enjoyment and negatively related to anxiety at the classroom level. Cognitive act...
Source: Learning and Instruction - February 5, 2019 Category: Psychiatry & Psychology Source Type: research

Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): David W. Putwain, Laura J. Nicholson, Reinhard Pekrun, Sandra Becker, Wendy SymesAbstractThe aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted achievement. Data were collected from 586 English students aged 10–11 years in their final year of primary school. Expectancy of success was positively related to subsequent achievement directly and indirectly, mediated by behavioural engagement, over and above th...
Source: Learning and Instruction - January 18, 2019 Category: Psychiatry & Psychology Source Type: research

The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): John Jerrim, Mary Oliver, Sam SimsAbstractInquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little eviden...
Source: Learning and Instruction - January 12, 2019 Category: Psychiatry & Psychology Source Type: research

Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Guido Makransky, Thomas S. Terkildsen, Richard E. MayerAbstractThe main objective of this study was to investigate the potential of combining subjective and objective measures of learning process to uncover the mechanisms underlying the spatial contiguity effect in multimedia learning. The subjective measures of learning process were self-reported cognitive load ratings and the objective measures were eye-tracking and EEG measures. Learning outcome was measured by scores on retention and transfer posttests. A sample of 78 university students p...
Source: Learning and Instruction - January 10, 2019 Category: Psychiatry & Psychology Source Type: research

Text difficulty, topic interest, and mind wandering during reading
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Alexander Soemer, Ulrich SchiefeleAbstractThe present article deals with the question of how the difficulty of a text affects a reader's tendency to engage in task-unrelated thinking (mind wandering) during reading, and the potential role of topic interest as a mediator of the relation between text difficulty and mind wandering. Two-hundred and sixteen participants read three texts with each text either being easy, moderate, or difficult in terms of readability and cohesion. From time to time during reading, participants were interrupted and r...
Source: Learning and Instruction - January 8, 2019 Category: Psychiatry & Psychology Source Type: research

Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, fe...
Source: Learning and Instruction - January 5, 2019 Category: Psychiatry & Psychology Source Type: research

Science for all: Boosting the science motivation of elementary school students with utility value intervention
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Da-Jung Diane Shin, Minhye Lee, Jung Eun Ha, Jin Hyun Park, Hyun Seon Ahn, Elena Son, Yoonkyung Chung, Mimi BongAbstractThe need for students to learn science, technology, engineering, and mathematics (STEM) has increased steadily, while student motivation in this area continues to fall behind. We investigated the effects of science utility value intervention in increasing the science motivation (i.e., interest in science, appreciation of the role of science in future careers, and intention to engage in science-related activities) of Korean 5...
Source: Learning and Instruction - December 19, 2018 Category: Psychiatry & Psychology Source Type: research

At their children's expense: How parents' gender stereotypes affect their children's reading outcomes
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Francesca Muntoni, Jan RetelsdorfAbstractFollowing expectancy-value theory, we investigated the role parents' reading-related gender stereotypes favoring girls play in explaining students' reading-related competence beliefs, intrinsic task values, and achievement. Drawing on a sample of 1508 students (49% girls, age at T1: 10.89 years) from 60 schools in Germany, we collected data at the beginning of Grade 5 and in the second half of Grade 6 using parent and student questionnaires. Structural equation modeling yielded two main results: First,...
Source: Learning and Instruction - December 14, 2018 Category: Psychiatry & Psychology Source Type: research

Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
This study investigated whether scaffolding has a similar, positive effect on the learning of peer-assessment tasks. We hypothesised that: (1) domain-specific scaffolding improves domain-specific accuracy and reduces time on task and perceived mental effort, and (2) peer-assessment scaffolding improves peer-assessment accuracy and reduces time on task and perceived mental effort. Additionally, we explored whether there was an interaction between domain-specific and peer-assessment scaffolding. In a 2x2 experiment with the factors domain-specific scaffolding (present, absent) and peer-assessment scaffolding (present, absent...
Source: Learning and Instruction - December 14, 2018 Category: Psychiatry & Psychology Source Type: research

Struggling writers in elementary school: Capturing drivers of performance
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Julie E. Dockrell, Vincent Connelly, Barbara ArfèAbstractConceptualising the difficulties experienced by struggling writers in middle elementary school is of both theoretical and practical importance. To further our understanding of the problems experienced by struggling writers we aimed to identify the writing measure which best discriminated struggling writers from their peers, and the proximal and distal factors which contributed to performance. The performance of 96 students (Mean age 10; 4), 39 of whom were independently identifie...
Source: Learning and Instruction - December 8, 2018 Category: Psychiatry & Psychology Source Type: research

Dyadic executive function effects in children's collaborative hypermedia learning
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Cindy Paans, Eliane Segers, Inge Molenaar, Ludo VerhoevenAbstractThe current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-p...
Source: Learning and Instruction - December 6, 2018 Category: Psychiatry & Psychology Source Type: research

Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors
This study reviews the effectiveness of an extracurricular paired reading program to enhance the reading of struggling readers. For the first time, two program conditions are compared within one study: parent tutors and volunteer tutors. The program was implemented within a randomized controlled field trial; its effects on reading fluency and reading ability were investigated on a sample of 198 Swiss third graders with reading difficulties. The findings revealed that volunteers outperformed parents: Children who trained with volunteers developed significantly better reading fluency after 20 weeks (d = .21). However, the ma...
Source: Learning and Instruction - December 3, 2018 Category: Psychiatry & Psychology Source Type: research

Sensitivity of test items to teaching quality
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Alexander Naumann, Svenja Rieser, Stephanie Musow, Jan Hochweber, Johannes HartigAbstractInstructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school scienc...
Source: Learning and Instruction - December 1, 2018 Category: Psychiatry & Psychology Source Type: research

Identifying children with persistent low math achievement: The role of number-magnitude mapping and symbolic numerical processing
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Terry Tin-Yau Wong, Winnie Wai Lan ChanAbstractAlthough an increasing number of research studies have investigated the cognitive deficits related to difficulties in learning mathematics, little is known about whether these cognitive deficits longitudinally predict low mathematics achievement over time. The current 6-year longitudinal study was conducted to address this issue. A sample of 101 students was tested on various numerical and cognitive competencies when they were in kindergarten and in Grade 1. They were then followed until they wer...
Source: Learning and Instruction - November 30, 2018 Category: Psychiatry & Psychology Source Type: research

Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Stefanie Golke, Romina Hagen, Jörg WittwerAbstractInformative narratives are enriched expository texts that provide to-be-learned conceptual information within a storyline with the aim to foster comprehension. However, research casts doubt on such a benefit for comprehension. Additionally, it is an open question how informative narratives impact metacomprehension accuracy. The results of two experiments (N1 = 63 and N2 = 70 university students) showed that informative narratives were less or not at all beneficial to text comprehe...
Source: Learning and Instruction - November 24, 2018 Category: Psychiatry & Psychology Source Type: research

The dimensional structure of students’ self-concept and interest in science depends on course composition
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Malte Jansen, Ulrich Schroeders, Oliver Lüdtke, Herbert W. MarshAbstractBoth academic self-concept and interest are considered domain-specific constructs. Previous research has not yet explored how the composition of the courses affects the domain-specificity of these constructs. Using data from a large-scale study in Germany, we compared ninth-grade students who were taught science as an integrated subject with students who were taught biology, chemistry, and physics separately with regard to the dimensional structure of their self-conc...
Source: Learning and Instruction - November 24, 2018 Category: Psychiatry & Psychology Source Type: research

Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction
This study examined the effectiveness of various instructional strategies that aimed to enhance children's understanding of the inversion concept. One hundred and forty kindergartners were randomly assigned to each of the groups namely: (a) concrete-only, (b) abstract-only, (c) concreteness fading, (d) abstract-to-concrete, (e) control. They participated in a pre-test, two training sessions, an immediate post-test, and an 8-week delayed post-test. All the intervention groups showed significantly greater progress than the control group in solving the inversion problems in the post-tests. Concrete representations were more e...
Source: Learning and Instruction - November 16, 2018 Category: Psychiatry & Psychology Source Type: research

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Publication date: Available online 9 November 2018Source: Learning and InstructionAuthor(s): Kristina Loderer, Reinhard Pekrun, James C. LesterAbstractUnderstanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredo...
Source: Learning and Instruction - November 11, 2018 Category: Psychiatry & Psychology Source Type: research

Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
This study investigated whether students in grades 5 and 6 learned better when seated proximally to the teacher during a virtual classroom math lesson, taking individual levels of inattention and hyperactivity-impulsivity (i.e., ADHD symptoms) into account. In general, students learned better in the proximal seat location compared to a distant one. Additionally, more intense symptom levels impaired learning more. When considering individual levels of ADHD symptoms, students’ learning outcomes did not specifically benefit from a proximal seat location. Consequently, the present study did not support the general assump...
Source: Learning and Instruction - November 11, 2018 Category: Psychiatry & Psychology Source Type: research

Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples
Publication date: Available online 8 November 2018Source: Learning and InstructionAuthor(s): Marie-Christin Krebs, Anne Schüler, Katharina ScheiterAbstractWe investigated to what extent the effectiveness of Eye Movement Modeling Examples (EMME) is influenced by social cues such as model-observer similarity. In an eye tracking experiment with university students (N = 119), EMME were used to display multimedia-processing strategies as expressed in the eye movements of an instructed model. The model was either introduced as a successful learner (competent model), as another participant (peer model) or no EMME were pr...
Source: Learning and Instruction - November 8, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Zachary Hawes, Nadia Nosworthy, Lisa Archibald, Daniel AnsariAbstractBasic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarte...
Source: Learning and Instruction - November 3, 2018 Category: Psychiatry & Psychology Source Type: research

Response sentences, examples, and authenticity do not help children solve real wor(l)d problems
Publication date: Available online 30 October 2018Source: Learning and InstructionAuthor(s): Cheryll L. Fitzpatrick, Darcy Hallett, Kyle R. Morrissey, Nadine R. Yıldız, Rutanya Wynes, Felix AyesuAbstractRealistic word problems are mathematical word problems that require the consideration of one's real-world knowledge to solve them. Research investigating children's ability to use realistic information in these problems has largely focused on interventions aimed at increasing students' realistic responses. The present study consists of three experiments that attempt to do the same in a sample of Grade 6 children. In Exper...
Source: Learning and Instruction - October 31, 2018 Category: Psychiatry & Psychology Source Type: research

Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Andrew Ribner, Elizabeth Harvey, Roger Gervais, Caroline FitzpatrickAbstractThe Opportunity–Propensity framework predicts that academic success is a function of: (a) Antecedent; (b) Opportunity; and (c) Propensity factors. The aim of the present study was to replicate and expand the O-P framework model with a population-based representative sample of French-Canadian children. The sample consisted of 2120 children followed in the context of the Quebec Longitudinal Study of Child Development (QLSCD). Structural equation models revealed...
Source: Learning and Instruction - October 27, 2018 Category: Psychiatry & Psychology Source Type: research

Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Salih Rakap (Source: Learning and Instruction)
Source: Learning and Instruction - October 11, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study
This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities. (Source: Learning and Instruction)
Source: Learning and Instruction - October 6, 2018 Category: Psychiatry & Psychology Source Type: research

Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments
Publication date: Available online 26 September 2018Source: Learning and InstructionAuthor(s): Melissa C. Duffy, Susanne P. Lajoie, Reinhard Pekrun, Kevin LachapelleAbstractTo advance emotion research in education, there is a need to develop practical and context-relevant measures of emotion and to test the applicability of emotion theories using these measures. In two studies, we examined validity evidence of a self-report scale (the Medical Emotion Scale, MES) designed to measure the unique range of emotions activated within medical education. In Study 1, we administered the MES and conducted interviews with medical trai...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research