Improving sleep, cognitive functioning and academic performance with sleep education at school in children
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Amandine E. Rey, Anne Guignard-Perret, Françoise Imler-Weber, Luis Garcia-Larrea, Stéphanie MazzaAbstractWe aimed at measuring the impact of a school-based sleep education program (ENSOM: ‘EN’ for ‘ENfant’ and SOM for ‘SOMmeil’ in French) on sleep, cognitive functioning and academic performance in children. In contrast with existing sleep education programs, ENSOM was designed by sleep experts with the intent of being autonomously achieved by teachers. One-hundred and thirty children aged 8–9 years took part in control vers...
Source: Learning and Instruction - November 1, 2019 Category: Psychiatry & Psychology Source Type: research
Epistemic beliefs about the value of integrating information across multiple documents in history
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Jennifer Wiley, Thomas D. Griffin, Brent Steffens, M. Anne BrittAbstractIndividual differences in epistemic dispositions may affect learning from multiple-document inquiry tasks by prompting different students to have different task and activity models. Students with epistemic beliefs that are more appropriate for the required activities may view a multiple-document inquiry task as an exercise in corroboration, seeking coherence, and looking for evidence to support claims, whereas students with less-appropriate epistemic beliefs may see th...
Source: Learning and Instruction - October 18, 2019 Category: Psychiatry & Psychology Source Type: research
Temporal and adaptive processes of regulated learning - What can multimodal data tell?
Publication date: Available online 16 October 2019Source: Learning and InstructionAuthor(s): Sanna Järvelä, Maria Bannert (Source: Learning and Instruction)
Source: Learning and Instruction - October 16, 2019 Category: Psychiatry & Psychology Source Type: research
Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Frank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter-Gebert, Kristina ReissAbstractInstructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and 260...
Source: Learning and Instruction - October 11, 2019 Category: Psychiatry & Psychology Source Type: research
Refutation texts and argumentation for conceptual change: A winning or a redundant combination?
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Christa S.C. Asterhan, Maya S. ResnickAbstractEffective instruction for conceptual change should aim to reduce the interference of irrelevant knowledge structures, as well as to improve sense-making of counterintuitive scientific notions. Refutation texts are designed to support such processes, yet evidence for its effect on individual conceptual change of robust, complex misconceptions has not been equivocal. In the present work, we examine whether effects of refutation text reading on conceptual change in biological evolution can be augm...
Source: Learning and Instruction - October 11, 2019 Category: Psychiatry & Psychology Source Type: research
Antecedents and consequences of organized extracurricular activities among Chinese preschoolers in Hong Kong
This study utilized a longitudinal design and examined the antecedents and consequences of extracurricular participation in a sample of 194 Hong Kong Chinese preschoolers. The results showed that higher family socioeconomic status (SES) predicted higher levels of participation in EAs (e.g., attendance intensity and the breadth of participation). Children from higher-SES families were more likely to involve in non-academic-oriented EAs. Participation in EAs was generally associated with the growth trajectories of reading and math skills in children from less advantaged SES backgrounds, but not higher-SES children. In contra...
Source: Learning and Instruction - October 9, 2019 Category: Psychiatry & Psychology Source Type: research
Executive function facilitates learning from math instruction in kindergarten: Evidence from the ECLS-K
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Andrew D. RibnerAbstractExtensive evidence has suggested mathematical skill in early childhood is a robust predictor of children's later academic skills and eventual labor market outcomes; however, there is substantial heterogeneity in the degree to which different students learn from the same instructional contexts. Using data from N = 12,082 children enrolled in the Early Childhood Longitudinal Study-Kindergarten Cohort, this paper employs a latent piecewise growth curve modeling approach to investigate the role of classroom math ins...
Source: Learning and Instruction - September 26, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial board/Publication information
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI title page
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI Association News
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research
Using a picture-embedded method to support acquisition of sight words
This study investigated whether an intervention using words embedded with pictures can be more effective in sight word instruction than one using words alone. Participants included sixty-nine children in junior kindergarten (ages 4–5) enrolled in school in Ontario, Canada. Children were split randomly into treatment and control groups; the treatment group was taught four words using picture-embedded words, and the control group was taught using text alone. Both groups also received phonics instruction to support sight word acquisition. Children in the picture-embedded word condition performed significantly higher than th...
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research
Elementary school children's conceptions of teaching and learning to write as intentional activities
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Ana Clara Ventura, Nora Scheuer, Juan Ignacio PozoAbstractWe study children's conceptions of teaching and learning to write as intentional activities. Sixty elementary school children in First, Fourth and Seventh Grade were interviewed individually following a structured script of open questions. Based on the Grounded Theory, a system of analysis composed of first- and second-order intentional actions for teacher and learner was developed and applied to children's full responses. Descriptive and multivariate statistical analyses were condu...
Source: Learning and Instruction - September 19, 2019 Category: Psychiatry & Psychology Source Type: research
Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Ricardo Böheim, Maximilian Knogler, Christian Kosel, Tina SeidelAbstractStudent hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investigated N = 397 high school students in 20 classrooms during a videotaped lesson in each subject. Multilevel regression a...
Source: Learning and Instruction - September 17, 2019 Category: Psychiatry & Psychology Source Type: research
Ready to read in two languages? Testing the native language hypothesis and the majority language hypothesis in two-way immersion students
In this study of all fourth-grade two-way immersion classes in Berlin (N = 939 students), reading tests from a large-scale international student achievement study were administered in German and nine partner languages. The results of multivariate regression analyses supported the native language hypothesis, with L1 speakers outperforming L2 speakers on the interindividual level for both languages. The data also confirmed the majority language hypothesis: two-way immersion students, irrespective of their L1, scored significantly higher in German than in the partner language on the intraindividual level. (Source: Learning and Instruction)
Source: Learning and Instruction - August 29, 2019 Category: Psychiatry & Psychology Source Type: research
Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Anke Heyder, Anne F. Weidinger, Andrei Cimpian, Ricarda SteinmayrAbstractMany students find math difficult, but those who are intrinsically motivated learn and do well even when they face obstacles. Here, we examine an environmental factor that might affect students' intrinsic motivation in math: namely, teachers' beliefs about success in math. Do teachers perceive elementary school math as a domain that requires an innate ability, and does this belief relate to students' intrinsic motivation in math? Our study explored these questions in ...
Source: Learning and Instruction - August 29, 2019 Category: Psychiatry & Psychology Source Type: research
