Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development
Publication date: Available online 10 November 2017Source: Learning and InstructionAuthor(s): Lorraine Brennan, Tara Cusack, Eamonn Delahunt, Sharron Kuznesof, Suzanne DonnellyAbstractThe interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analys...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
Publication date: Available online 20 November 2017Source: Learning and InstructionAuthor(s): Hye-Ryen JangAbstractWe introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four studies. Based on self-determination theory, we hypothesized that the more teachers adopted intrinsic instructional goals the more they would rely on an autonomy-supportive motivating style, and the more they adopted extrinsic instructional goals the more they would rely on a controlling motivating style. Because no mea...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

University students' need satisfaction trajectories: A growth mixture analysis
This study examines trajectory profiles of University students over the course of a University semester defined based on global levels of psychological need satisfaction, as proposed by self-determination theory (SDT). This study also documents the implications of these trajectories for a variety of educational outcomes. A sample of 461 first-year undergraduates completed all measures three times over the course of a University semester. Longitudinal growth mixture analyses (GMA) revealed three distinct need satisfaction trajectories (Low-Decreasing, Moderate-Decreasing, and Moderate-Increasing). The Moderate-Increasing pr...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
Publication date: Available online 24 November 2017Source: Learning and InstructionAuthor(s): Luke K. Fryer, Mary AinleyAbstractThe current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compu...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Supporting groups’ emotion and motivation regulation during collaborative learning
This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivati...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood
Publication date: Available online 27 November 2017Source: Learning and InstructionAuthor(s): Christine Howe, Antonia ZachariouAbstractResearch into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that groups construct while collaborating play a tangential role. Individuals may or may not accept these constructions depending upon processes of reflection and reconciliation that are triggered through difference and sometimes occur post-group. Recognizing a dearth of research with older participants (t...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Constructing interpretive inferences about literary text: The role of domain-specific knowledge
Publication date: Available online 19 December 2017Source: Learning and InstructionAuthor(s): Kathryn S. McCarthy, Susan R. GoldmanAbstractStudent readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific knowledge that were drawn upon when reading the short story The Elephant. These data were used to construct three reading instructions provided to student (novice) literary readers. These instructions informed the student about two types of literary conventions (Rules of Notice, Rules of Significati...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Cognitive regulation, not behavior regulation, predicts learning
We examined two kinds of self-regulation – cognitive regulation and behavior regulation – as possible predictors of individual differences in middle-school students’ inquiry learning performance. Across two studies, one involving middle-class students (n = 135) and one involving students from a lower socioeconomic status underachieving population (n = 21), results were consistent. Cognitive regulation, but not behavior regulation, was associated with more successful inquiry learning. We discuss implications for the role of regulatory processes in inquiry learning and, more broadly, for...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts
This article reports on a quantitative study into the effects of CLIL programs on the L1 competence and content knowledge of Primary and Secondary Education students in monolingual contexts. It has worked with a sample of 2024 students in twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups in terms of motivation, verbal intelligence, and English level; and has factored in type of school, setting, and socioeconomic status as intervening variables. It has also carried out successive discriminant analyses in order to determine which variables are responsible for the diff...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Adding immersive virtual reality to a science lab simulation causes more presence but less learning
Publication date: Available online 26 December 2017Source: Learning and InstructionAuthor(s): Guido Makransky, Thomas S. Terkildsen, Richard E. MayerAbstractVirtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing du...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

The integration of information in a digital, multi-modal learning environment
Publication date: Available online 27 December 2017Source: Learning and InstructionAuthor(s): Anne SchülerAbstractThe aim of the reported eye-tracking study was to investigate whether learners integrate information presented on several pages within a digital learning environment and whether the underlying processes differ between a purely text-based and a multi-modal digital learning environment. Participants (N = 97) learned about the development of tornados. Picture presentation (yes vs. no) and presentation of inconsistent information between pages (yes vs. no) was varied between-subjects. Results showed that i...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
Publication date: Available online 29 December 2017Source: Learning and InstructionAuthor(s): Nora A. McIntyre, Halszka Jarodzka, Robert M. KlassenAbstractClassroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the presen...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Investigating the testing effect: Retrieval as a characteristic of effective study strategies
Publication date: Available online 3 January 2018Source: Learning and InstructionAuthor(s): Christine L. Bae, David J. Therriault, Jenni L. RediferAbstractPresently, the most common approach to examining the testing effect is using a free recall form of retrieval practice. In this experiment, we compared free recall to other retrieval-based study strategies including practice quizzing, test-generation, and keyword. We also examined the possible benefit of coupling these retrieval-based strategies with free recall. A total of 338 undergraduates were randomly assigned to one of the nine conditions: a repeated retrieval (stud...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

“Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts
Publication date: Available online 10 January 2018Source: Learning and InstructionAuthor(s): Lin ZhangAbstractA recent discussion on science teaching has been focusing on questions of whether it is necessary to withhold answers from learners until inquiry activities are completed and whether learners develop high-level science learning when they are physically involved in scientific investigations. To contribute to this topic, the present study examined the effects of withholding answers from learners coupled with involving them in physical manipulations on their learning of energy transfer in three domains, knowing, reaso...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view
Publication date: Available online 2 February 2018Source: Learning and InstructionAuthor(s): Jessica Massonnié, Maryse Bianco, Laurent Lima, Pascal BressouxAbstractAccording to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of &ldquo...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of study intention and generating multiple choice questions on expository text retention
Publication date: Available online 3 February 2018Source: Learning and InstructionAuthor(s): Vincent Hoogerheide, Justine Staal, Lydia Schaap, Tamara van GogAbstractTeachers often recommend their students to generate test questions and answers as a means of preparing for an exam. There is a paucity of research on the effects of this instructional strategy. Two recent studies showed positive effects of generating test questions relative to restudy, but these studies did not control for time on task. Moreover, the scarce research available has been limited to the effects of generating open-ended questions. Therefore, the aim...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
Publication date: Available online 4 February 2018Source: Learning and InstructionAuthor(s): Steffen P. Schmidgall, Alexander Eitel, Katharina ScheiterAbstractIn two experiments, we investigated which of the factors generation, visualization, and externalization mainly contribute to the benefits of learner-generated drawing. We also examined whether benefits of drawing were more pronounced in delayed rather than in immediate testing. To this end, Experiment 1 (N = 121) focused on the comparison of the factors visualization and generation, whereas Experiment 2 (N = 204) focused on the role of externalization in gene...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Multi-modal, multi-source reading: A multi-representational reader's perspective
Publication date: Available online 13 February 2018Source: Learning and InstructionAuthor(s): Shaaron E. AinsworthAbstractIn this commentary, I review the five articles that comprise the Special Issue titled ‘Towards a model of multi-source, multi-modal processing”. The papers are discussed in terms of how they help us understand the “second generational” issues of reader characteristics, representational choices, task demands and assessment approaches. The commentary concludes by anticipating themes for future work that are common to all the papers’ concerns. (Source: Learning and Instruction)
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy
Publication date: Available online 13 February 2018Source: Learning and InstructionAuthor(s): Djoerd Hiemstra, Nico W. Van Yperen, Marieke E. TimmermanAbstractTo become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy
In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; l...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition
Publication date: Available online 7 March 2018Source: Learning and InstructionAuthor(s): Marlit Annalena Lindner, Alexander Eitel, Julia Barenthien, Olaf KöllerAbstractPrevious research has found that adding pictures to either text-based learning- or testing-materials has beneficial effects (i.e., multimedia effects in learning and testing). However, a potential interaction of multimedia effects in learning and in testing has scarcely been the focus of research so far. Accordingly, in the present experiment, N = 129 university students received text-based material that was either complemented by pictures both in ...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension
Publication date: Available online 7 March 2018Source: Learning and InstructionAuthor(s): Jennifer G. CromleyAbstractIn this special issue, contributing authors consider work at the intersection of two relatively established lines of research: multi-source (e.g., multiple texts) comprehension and multi-modal (e.g., narrated video) comprehension. This is a challenging space in which to work, as there is great complexity in the theories and empirical base in each area. Commonalities and important differences across the two literature are highlighted, together with a set of criteria that any emerging theory of multi-source, m...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
Publication date: Available online 16 March 2018Source: Learning and InstructionAuthor(s): Rebecca Lazarides, Hanna Gaspard, Anna-Lena DickeAbstractInterest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was r...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Multiplicity in the digital era: Processing and learning from multiple sources and modalities of instructional presentations
Publication date: Available online 16 March 2018Source: Learning and InstructionAuthor(s): Lucia MasonAbstractThis commentary on the five articles in the Special Issue will first introduce research issues regarding the processing of multiple texts in order to outline the scenario in which the contributions are placed. Then, in the light of the need to move beyond multiple text processing in the digital era, the commentary will illustrate how the five articles contribute to finding answers to some important open questions, furthering our understanding of the processing of instructional materials which feature multiple sourc...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

How number and size of text boxes in argument diagrams affect opinions
Publication date: Available online 17 March 2018Source: Learning and InstructionAuthor(s): Marije van Amelsvoort, Joost SchilperoordAbstractArgument diagrams are schematic representations of claim-reason complexes, displaying boxes with standpoints and arguments, and lines or arrows to relate these boxes. In four experiments, we investigate the metaphor framing effect by investigating how the perceptual cues size and number of arguments influence evaluations of arguments. In the first experiment, we looked at the effect of size and number of boxes independent of content, using an empty argument diagram. We asked participan...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Strategies for comprehending and integrating texts and videos
This study examines students’ strategic processing when participants were asked to comprehend and integrate information presented via two texts or two videos. Evidence was found for strategies being both consistent (e.g., connecting content with prior knowledge) and distinct (e.g., vocabulary) across modalities of information presentation. No differences in comprehension and integration performance were identified across conditions, a variety of strategies (e.g., directing attention, connecting with prior knowledge) were associated with measures of both comprehension and integration. As this is among the first studie...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Profiling reading in print and digital mediums
Publication date: Available online 19 April 2018Source: Learning and InstructionAuthor(s): Lauren M. Singer Trakhman, Patricia A. Alexander, Alexis B. SilvermanAbstractReal-time processing behaviors and processing time for 57 undergraduates reading information texts in print and digitally were used to identify distinct performance profiles. Students underlined the printed text as they read and followed along with their cursor when reading digitally. Immediately after reading, students answered three comprehension questions for each text about the main idea, key points, and other information and judged their performance on ...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Postscript: In pursuit of integration
Publication date: Available online 22 April 2018Source: Learning and InstructionAuthor(s): Alexandra List, Patricia A. AlexanderAbstractIn this conclusion to the Special Issue, features of multiple documents and multi-modal documents are systematized. Specifically, documents are defined according to their (a) intended message, (b) author and purpose for being created, (c) symbol system(s) used, and (d) related nature. Indeed, documents are conceptualized as presenting complementary content across symbol systems (i.e., multi-modal documents) or as presenting information on a common topic across multiple texts (i.e., multipl...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

The effects of presentation format on multiple document notetaking
Publication date: Available online 1 May 2018Source: Learning and InstructionAuthor(s): Peggy N. Van Meter, Chelsea Cameron (Source: Learning and Instruction)
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): Samuel Merk, Tom Rosman, Krista R. Muis, Augustin Kelava, Thorsten BohlAbstractTwo studies were conducted to extend the Theory of Integrated Domains in Epistemology framework (TIDE; Muis, Bendixen, & Haerle, 2006) with regard to the level of topic-specificity and to empirically test crucial aspects of this extension. In Study 1, 212 student teachers were surveyed on their general and topic-specific absolute beliefs regarding eleven topics. Topic familiarity and students’ teaching subjects were investigated as person-specific contex...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Individual differences in the development of scientific thinking in kindergarten
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): Joep van der Graaf, Eliane Segers, Ludo VerhoevenAbstractThe present study examined the development of and individual variation in scientific thinking in kindergarten. We measured experimentation, evidence evaluation, and domain knowledge at two times in kindergarten (T1 and T2) in a sample of 100 five to six-year-olds. To explain individual differences, executive functions and linguistic abilities (grammar and vocabulary) were assessed one year earlier (T0). Executive functions and grammatical abilities predicted scientific thinking and its...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their predictive effects on sixth-grade intrinsic value, self-concept, and achievement in mathematics. The results demonstrated consistency in interest, success expectancy, and performance across tasks and stability over time, and these to predict domain-specific motivation and achievement. Virtually no evidence for reciprocal effects was found for task-specific measures, as only previous task performance predicted change in later success exp...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): Nani Teig, Ronny Scherer, Trude NilsenAbstractPrevious studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel ...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Overruled!: Implicit cues rather than an orthographic rule determine Dutch children's vowel spelling
This study addressed the question why vowel spelling acquisition is relatively difficult for young Dutch spellers. A spelling rule guides vowel spelling, but implicit cues could also play a role. We evaluated the role of phonology, morphology, and orthography. Grade 1 (N = 113) and 2 (N = 59) children were presented with dictations of real and pseudowords differing in the degree of consistency and familiarity. Correct scores of consistent vowel spelling in Grade 1 and 2 students were near ceiling, whereas those for inconsistent vowels were low, even in Grade 2 children, who have had explicit instruction of the spel...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction
This study examined their effects on students' situational interest in videotaped biology instruction from German sixth-grade classes. Additionally, we evaluated the mediating effects of cognitive activation on classroom management and supportive climate using multilevel analyses. Each of the 28 biology classes in our sample had three lessons videotaped while the topic botany was being taught. The three basic dimensions of instructional quality were separately examined using respective rating manuals. Multilevel analyses showed positive total effects of all the three dimensions on students' situational interest. The result...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Maternal homework assistance and children's task-persistent behavior in elementary school
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): Jaana Viljaranta, Gintautas Silinskas, Marja-Kristiina Lerkkanen, Riikka Hirvonen, Eija Pakarinen, Anna-Maija Poikkeus, Jari-Erik NurmiAbstractThe present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task-persistent behavior in learning situations from grade 2 to grade 4 of elementary school. Also, the extent to which task-persistent behavior plays a role in the links between parental homework assistance and...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course
In this study, we examine changes in motivational beliefs as outcomes of learners' cognitive processes through a CLT lens as they engage with instruction. Using a double-blind quasi-experimental design, we manipulate the level of cognitive load imposed on participants through instruction and assess changes in self-efficacy from pre-to post-intervention. In an analysis of data from students enrolled in an undergraduate biology course (n = 2078), students in the treatment condition demonstrated significantly higher performance on end-of-semester lab reports and self-efficacy measures. However, post-instruction self-effic...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension
This study investigates short- and long-term effects of combining learning progress assessment (LPA) as a tool for teachers to constantly monitor their students' progress with differentiated reading instruction to address students' individual needs on reading fluency and reading comprehension. The study was conducted in German elementary school classrooms. Third grade classrooms (n = 28) were randomly assigned to either an LPA group with differentiated instruction or a control group (CG). Students in the treatment group showed higher growth in reading fluency than students in the CG (d = .30). The effect was stable...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Primary knowledge enhances performance and motivation in reasoning
Publication date: August 2018Source: Learning and Instruction, Volume 56Author(s): Florence Lespiau, André Tricot (Source: Learning and Instruction)
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Karen Aldrup, Uta Klusmann, Oliver Lüdtke, Richard Göllner, Ulrich TrautweinAbstractAsked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need to uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested the teacher-student relationship as a mediator. To test this assumption, th...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Nadja M. Müller, Tina SeufertAbstractLearning with prompts activates self-regulation processes often resulting in increased learning performance. As experiences of self-regulation and learning success are sources of self-efficacy, the study investigated whether prompts affect learning performance over two learning sessions and examines whether prompts affect learners' self-efficacy perceptions within and across these sessions. N = 52 students learned twice for 30 min in a hypermedia either receiving prompts or learning without. ...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach
In this study, we explored 211003 feedback actions given by 704 teachers to 7811 pupils and their parents using latent profile analysis. Information on individual support needs was used to evaluate whether all pupils are equally encouraged by technology-enhanced feedback. We identified six subgroups for girls and five for boys. Highly encouraging feedback was given mostly to pupils who were rarely absent and who more seldom had special education needs. Negative feedback about behaviour problems was given mostly to boys and the majority of pupils were encouraged only weakly. On average, pupils received feedback according to...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Using expectancy-value theory to understand academic self-control
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Brian M. Galla, Jamie Amemiya, Ming-Te WangAbstractWe applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students (Ntotal = 2620), subjective values, but not expectancy beliefs, predicted motivation and behavior toward academic activities over alternative activities. Moreover, results showed that intrinsic value was a stronger incremental predictor of academic self-control compared to utility value. Study 1 used experience sampling and showed that momentary perceptions of int...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice
We report the results of a randomized trial (N = 337) examining the effectiveness of a daily audio-guided MBI in raising academic achievement in 16 volunteer classrooms across two socio-demographically diverse United States primary schools. The study's findings were that, over the intervention period, improvements in Math scores, Social Studies scores and Grade Point Averages (GPA) were generally higher for students in intervention classrooms. However, confidence intervals were wide and there was pre-existing variability between schools and grades, resulting in few significant differences as a result of the interventio...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Learning-related emotions in multimedia learning: An application of control-value theory
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Lisa Stark, Elisa Malkmus, Robin Stark, Roland Brünken, Babette ParkAbstractThe present study investigated assumptions of Control-value Theory of Achievement Emotions in multimedia learning. By applying an experimental 2x2-factorial between-subject design, the factors learner control (high vs. low) and value induction (high vs. low) were systematically varied. Results showed that high learner control led to higher perceived control and higher learning outcomes. There were no main effects of value induction. Significant interaction eff...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Ana Pérez, Anna Potocki, Marc Stadtler, Mônica Macedo-Rouet, Johanna Paul, Ladislao Salmerón, Jean-François RouetAbstractIncreased amounts of information available from the Internet have triggered new demands for students to evaluate information quality. Our study presents an instructional intervention aimed at fostering ninth grade students' critical evaluation of source reliability. The intervention was grounded into theories of multiple text comprehension and used an analytic framework that defines the core so...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research

Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial
This study reports on the effectiveness of an early reading intervention, based on current research on early reading acquisition, and aligned to Norwegian orthography. Thirteen schools were randomly assigned to one of two interventions or a control condition. First grade students (n = 744) were screened at school entry, and children at risk of reading difficulties (n = 140) were identified. At-risk students in schools allocated for intervention received comprehensive teacher-led instruction also containing an individually-delivered computer component. The only difference between the two interventions was whether th...
Source: Learning and Instruction - July 5, 2018 Category: Psychiatry & Psychology Source Type: research