Showing papers in "Contemporary Educational Psychology in 1996"

TL;DR: Cooperative learning is one of the greatest success stories in the history of educational research as discussed by the authors, and the most frequent objective of this research is to determine the effects of cooperative learning on student achievement.

TL;DR: Engagement in academic work was viewed from a multiple goals perspective and multiple regression analyses indicated that various goals, perceived ability, and some interactions accounted for significant amounts of variance in the task engagement measures and achievement.

TL;DR: In this article, the authors examined the relationship among college students' self-reported goal orientation, perceived ability, cognitive engagement while studying, and course achievement and found that meaningful cognitive engagement suppressed the negative effects of shallow engagement on achievement.

TL;DR: Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence, which support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.

TL;DR: This article investigated the relation among topic interest, prior knowledge, verbal ability, quality of experience, and text learning, and found that interest was negatively related to verbatim representation and positively related to the propositional representation.

TL;DR: It is found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance, suggesting further support for the benefits of fostering autonomy within academic settings.

TL;DR: The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses.

TL;DR: In this article, it is argued that the field suffers from a lack of comprehensive models that are capable of capturing the full dynamics underlying observed behaviors, which leads to the misspecification of models, and lack of discriminant validity among motivational constructs exacerbates the problem.

TL;DR: Students in the cooperative treatment groups exhibited significantly greater gains than the control group in geometry achievement, efficacy, intrinsic valuing of geometry, learning goal orientation, and reported uses of deep processing strategies.

TL;DR: The authors examined the conceptions of learning held by people at varying levels of expertise in educational psychology and found that a constructivist approach to learning was associated with expertise in this domain, as assessed by participants' definitions of learning.

TL;DR: The authors found that the presence of headings and the amount of discussion of a topic jointly influence readers' representation of a text's topic structure and so interact in summarization, but not in recall but not summarization.

TL;DR: In this paper, the authors examined both cognitive and affective outcomes associated with knowledge map processing and found that the positive impact of knowledge maps goes beyond objective cognitive outcomes to include subjective ratings of concentration and motivation as well.

TL;DR: The development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students' beliefs about the need for, and conditional nature of, self-regulatory control over learning are reported.

TL;DR: The major findings were that at each grade, students' attributions were reliably related to their reading achievement on the Gates-MacGinitie reading comprehension test, and as students' grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance.

TL;DR: In a follow-up article as discussed by the authors, the same authors expand on several areas for future research raised by Slavin (1996) and ask five questions: What happens when groups fail? How should students be grouped for cooperative learning? Why do teachers use cooperative learning, how should curriculum materials be designed for Cooperative Learning? How widely can cooperative learning be applied?

TL;DR: This article investigated how quickly and accurately students could locate information contained in different types of displays, including text, outlines, and graphic organizers, and found that students who searched graphic organizers found the answer to a pattern question more quickly than those who searched either outlines or text, and that the facilitative advantage of graphic organizers in locating information is attributable to computationally efficient indexing rather than fewer words.

TL;DR: Hierarchical regression analyses revealed that individual interest in baseball was significantly related to the proportions of game actions and irrelevant-nongame actions, controlling for gender, discourse knowledge, and topic knowledge.

TL;DR: The authors showed that the keyword method significantly enhances recall of the English word given its Spanish equivalent and significantly enhances the learning of Spanish equivalents of English words using a soft criterion of correctness, compared to a control group given no instruction on how to learn.

TL;DR: Baddeley et al. as mentioned in this paper found that spatial memory was worse than verbal memory when processing graphic organizers, concept maps, and outlines, but not text; and when retrieving information after processing graphic organizer and concept maps but not outlines and text.

TL;DR: The analysis of priming effects indicated that language/learning disabled children experienced greater difficulty than nondisabled children inhibiting theactivation of irrelevant information (disconfirmed nouns) and sustaining the activation of relevant information (target nouns), during a verbal memory task.

TL;DR: The Biggs' Learning Process Questionnaire and a short version of the Marlowe-Crowne Social Desirability Scale were administered to 83 male and 79 female Hong Kong 12- to 13-year-old secondary school students as discussed by the authors.

TL;DR: In this article, the frequency of the conjunction fallacy was assessed in college students when questions were asked with and without a "framing description, when nothing was known about the person being judged, in questions presented in a more qualitative format, and between groups studying different subjects.

TL;DR: This article found that children showed a preference for interacting with partially completed exhibits over fully completed or uncompleted exhibits and reached a higher level of final completion when exhibits were approached in a partially completed state.

TL;DR: In two experiments, eighth-graders viewed ecologically valid diagrams and then read a text containing multiple feature-to-fact associations or studied the same materials in reverse order to examine whether the model for text learning is also valid using this type of materials.

TL;DR: This study examined individual differences in selecting main points according to three types of tasks, finding that students differed in some study strategies and learning conceptions from the nonadaptive groups.

TL;DR: This paper investigated the effects of qualitative explanations and pictures on learning, retention, and transfer of a procedural assembly task and found that functional explanations are more effective than structural explanations in learning and remembering an assembly task; however, their effects are diminished when learning subsequent similar tasks.

TL;DR: This paper found that children's reading ability would be correlated with two forms of memory priming that reflect implicit memory processes: direct (repetition) priming and indirect or semantic priming.

TL;DR: This article found that elaborative interrogation had a large effect on recall with isolated facts but differential effects were noted for recognition and comprehension of paragraph-length materials as a function of the type of sentences contained in the paragraphs.

TL;DR: This paper found that children receiving pegword mnemonic instruction (the One is a Bun technique) showed large post-test increases in self-paced study and similarly large increases in immediate retention compared to a pretest.

TL;DR: In this paper, high school students participated in two experiments designed to investigate application and transfer of a mnemonic strategy, and mnemonically instructed students outperformed nonmnemonic control students on both recall and application tests for the initial task of learning passage-embedded information about features of fictitious cities.