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Learning and Instruction
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Abstract This study analyzes gains in cognitive components of learning competence with respect to cohorts based on ability tracking in a Czech longitudinal study. Propensity score matching is used to form parallelized samples of academic and non-academic track students and to eliminate the effect of selective school intake. We applied regression models on the total scores to test for the overall track effect. Furthermore, we analyze scores and gains on the subscores and check for differential it...
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Abstract To better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, we analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions (Pekrun, 2006; 2018). Our study used a sequential design in which students' (N = 338 4th grade students) effective use of cognitive learning strategies was measured in real learning situations, allowing insights into the temporal order of eff...
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Abstract Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used to self-derive new knowledge. We tested whether (a) self-derivation through memory integration extends beyond general information to science content, (b) self-derived information is retained, and (c) details of explicit learning episodes are retained. ...
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#1Andrew Ribner (NYU: New York University)H-Index: 2
Abstract Extensive 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 ...
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#1Frank Reinhold (TUM: Technische Universität München)H-Index: 1
#2Stefan Hoch (TUM: Technische Universität München)H-Index: 1
Last.Kristina Reiss (TUM: Technische Universität München)H-Index: 16
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Abstract Instructional 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 low-achieving 6th graders into three ...
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#1Ricardo Böheim (TUM: Technische Universität München)
#2Maximilian Knogler (TUM: Technische Universität München)H-Index: 4
Last.Tina Seidel (TUM: Technische Universität München)H-Index: 24
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Abstract Student 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 analysis suggests that s...
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#1Lixin Ren (ECNU: East China Normal University)
#2Xiao Zhang (HKU: University of Hong Kong)H-Index: 14
Abstract Organized extracurricular activities (EAs) are an important component of the microsystem that impacts children's lives. Previous literature has primarily focused on school-aged children and youth in Western societies. 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 participa...
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#1Jennifer Wiley (UIC: University of Illinois at Chicago)H-Index: 35
#2Thomas D. Griffin (UIC: University of Illinois at Chicago)H-Index: 12
Last.M. Anne Britt (NIU: Northern Illinois University)H-Index: 31
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Abstract Individual 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 the goal as simply f...
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#1Anke HeyderH-Index: 5
#2Anne F. WeidingerH-Index: 5
Last.Ricarda SteinmayrH-Index: 21
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Abstract Many 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 a sample of 830 Ger...
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#1Marion Händel (FAU: University of Erlangen-Nuremberg)H-Index: 5
#2Bettina Harder (FAU: University of Erlangen-Nuremberg)H-Index: 4
Last.Markus Dresel (University of Augsburg)H-Index: 15
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Abstract From a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students aimed to support students in developing accurate judgments in order to improve learning processes and, eventually, performance. A quasi-expe...
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Mathematics education
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Cognitive psychology
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