Match!
Learning and Individual Differences
IF
1.81
Papers
1962
Papers 1959
1 page of 196 pages (1,959 results)
Newest
Abstract Recent studies reported that student well-being is lower than the well-being of the general population. Also, forms of well-being seem to vary over time and might depend to self-regulatory mechanisms. In the present study, we employ the Social Cognitive Theory to investigate the evolution of two well-being variables (i.e., student engagement and student burnout) during a semester considering the role of self-efficacy in the process. Using a longitudinal approach, we analyzed 635 sets of...
Source
#1Tessa Spätgens (UvA: University of Amsterdam)H-Index: 1
#2Rob Schoonen (Radboud University Nijmegen)H-Index: 24
Abstract Group differences in semantic priming between young readers with different comprehension levels have been reported, with poor readers showing reduced or no context-independent semantic priming compared to normal readers. However, other studies have not been able to replicate these effects on an individual differences level, even though the spreading of semantic activation is hypothesized to play a role in the reading comprehension process. In the present study, we investigated whether p...
Source
#1Stephanie L. Haft (University of California, Berkeley)H-Index: 3
#2Jocelyn N. Caballero (UCSF: University of California, San Francisco)
Last.Fumiko HoeftH-Index: 39
view all 7 authors...
Abstract Extant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading comprehension is commonly investigated in older children and in those with reading impairments. However, less is known about this relationship in emerging readers in kindergarten, where word decoding and reading comprehension are highly intertwined. More...
Source
#1Huang-Yao Hong (National Chengchi University)H-Index: 14
#2Pei-Yi Lin (National Chengchi University)
Last.Yuan-Hsuan Lee (NTHU: National Tsing Hua University)
view all 3 authors...
Abstract The creation of effective knowledge-building environments (KBEs) to help learners develop essential skills in a knowledge society has gradually been recognized as an important goal in education (see the review by Chen & Hong, 2016), but the qualities that teachers require to develop KBEs remain to be investigated. Drawing on a review of relevant literature, we hypothesized that constructivist teaching beliefs (CTBs) and technology-integration knowledge (TIK) would prove important determ...
Source
#1Maaike Claudine Engels (UG: University of Groningen)
#2Hilde Colpin (Katholieke Universiteit Leuven)H-Index: 19
Last.Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 28
view all 8 authors...
Abstract This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (MageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked...
Source
#1Simone N. Loeffler (KIT: Karlsruhe Institute of Technology)H-Index: 4
#2Juergen StumppH-Index: 2
Last.Ulrich W. Ebner-PriemerH-Index: 30
view all 5 authors...
Abstract Interactive ambulatory assessment (IAA) provides a new approach to investigate and promote self-regulation directly in a student's daily learning routine. A total of 89 students were randomly assigned to the intervention (IG, n = 43) and control group (CG, n = 46). During preparation for an academic deadline, all participants answered questions related to their learning behaviors; the questions were presented daily via electronic diaries. The smartphones of the IG were additionally equi...
Source
#1Jarkko HautalaH-Index: 4
#2Otto Loberg (University of Jyväskylä)H-Index: 2
Last.Paavo H. T. Leppänen (University of Jyväskylä)H-Index: 35
view all 6 authors...
Abstract This large-scale eye-movement study (N = 164) investigated how students read short task assignments to complete information search problems and how their cognitive resources are associated with this reading behavior. These cognitive resources include information searching subskills, prior knowledge, verbal memory, reading fluency, and attentional difficulties. In this study, the task assignments consisted of four sentences. The first and last sentences provided context, while the second...
Source
#1Debora L. Roorda (UvA: University of Amsterdam)H-Index: 8
#2Terrence D. Jorgensen (UvA: University of Amsterdam)H-Index: 6
Last.Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 21
view all 3 authors...
Abstract The present study examined whether secondary school students share different relationships with different teachers (homeroom teacher, teacher of easiest subject, teacher of hardest subject). Furthermore, we investigated whether students' engagement with the subjects of these teachers and associations between relationship quality and engagement varied across subjects. Seventh grade students (N = 476; 50.8% boys) reported about their relationships (closeness, conflict) with the three teac...
Source
#1Alexander Soemer (University of Potsdam)H-Index: 4
#2Hilda Marije Idsardi (University of Potsdam)
Last.Ulrich Schiefele (University of Potsdam)H-Index: 35
view all 4 authors...
Abstract This study investigated predictors of mind wandering during reading and their effects on comprehension in a sample of secondary school children. One hundred and twenty-five eighth-graders read either an easy, moderately difficult, or difficult version of an expository text and subsequently answered a number of comprehension questions. Students were asked about their thoughts during reading, their propensity to mind wander in various life situations, as well as their interest in the topi...
Source
#1Yubing Wang (University of Wisconsin–Whitewater)H-Index: 1
#2Tan Zhang (WSSU: Winston-Salem State University)H-Index: 3
Last.Ang Chen (UNCG: University of North Carolina at Greensboro)H-Index: 24
view all 4 authors...
Abstract Conceptual knowledge development in physical education is critical to helping learners become physically literate. Understanding physical education learners' long-term knowledge development is one of the first steps in designing effective curriculum. Guided by the constructivist learning theory, this study aimed to determining the extent to which the cardiorespiratory fitness knowledge learned in the first year contributed to further knowledge development in the second year. A two-year ...
Source
12345678910
Top fields of study
Developmental psychology
Psychology
Cognition
Cognitive psychology
Social psychology