Showing papers in "Learning and Instruction in 2019"

TL;DR: In this article, the authors 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.

TL;DR: This article found little evidence that the frequency of inquiry-based instruction is positively associated with teenagers' performance in science examinations, using nationally-representative, linked survey and administrative data, and they found that there was no evidence that teenagers' acceptance of inquiry was associated with their acceptance of science examinations.

TL;DR: In this paper, the authors examined the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels.

TL;DR: In this paper, the authors investigated the link between classroom talk and student achievement and found a positive link between individual participation and achievement in all students regardless of socio-economic background or gender.

TL;DR: In this article, the authors examined the impact of task-specific prior knowledge on individual learners and collaborative groups that were instructed to collaborate and found that knowledgeable individuals and knowledgeable collaborative groups outperformed novice individuals and novice collaborative groups in learning outcomes.

TL;DR: This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning), and proposes an affective-cognitive model of e- Learning with links among an e- learning episode, the learner's emotional reaction during learning, theLearner's cognitive processing during learning and the learning outcome.

TL;DR: In this paper, the authors investigated the affective quality of specific design features of game characters, such as color, shape, expression, and dimensionality, in digital games for learning.

TL;DR: In this article, the authors investigated the potential of combining subjective and objective measures of learning process to uncover the mechanisms underlying the spatial contiguity effect in multimedia learning and found that subjective measures of cognitive load can provide different information to test the theoretical mechanisms involved in multimedia Learning.

TL;DR: The authors investigated the effects of science utility value intervention in increasing the science motivation (i.e., interest in science, appreciation of the role of science in future careers, and intention to engage in science-related activities) of Korean 5th and 6th graders.

TL;DR: This paper examined how expectancy of success, attainment value, and their interaction predict behavioural engagement and how behavioural engagement, in turn, predict achievement, and found that high attainment value diminished the compensatory role of high expectation of success.

TL;DR: This paper examined the effectiveness of a dialog-based argument curriculum in fostering middle-school students' knowledge acquisition as well as dialogic and written argumentation skill with respect to a content-rich, socially significant topic.

TL;DR: This paper found that reading difficult texts increased both voluntary and involuntary mind wandering and this increase partially explained the negative relation between text difficulty and comprehension, and topic interest fully mediated the effect of text difficulty on both forms of mind wandering.

TL;DR: In this paper, the authors examined how SES is related to the development of reading skills in children facing severe poverty and found that the effects of SES on reading growth were partly mediated by school absence.

TL;DR: The authors found that bilingual students outperform monolingual German students in vocabulary and grammar in early foreign language learning, once socio-economic factors are controlled for, and that bilingualism abates from grades 3 to 4, and proficiency in the majority language emerges as a significant predictor of English vocabulary.

TL;DR: In this paper, the authors identify a number of emotions that frequently occur in digital learning environments across different tasks, goals, populations, and subject matters, whereas social emotions surface in contexts where there are significant social interactions.

TL;DR: This article investigated the role of elaboration and comparison of errors during instruction and found that students who were prompted to compare erroneous solution attempts to correct solutions significantly outperformed their peers at post-test.

TL;DR: Investigation of the effects of generating a teaching video during homework in a sample of primary school students found teaching on video was perceived as more enjoyable than restudying or summarizing, and improved test performance compared to restudies.

TL;DR: This paper examined 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), and documents the implications of these trajectories for a variety of educational outcomes.

TL;DR: For instance, this article found that curiosity increased the likelihood of metacognitive self-regulation, and that surprise decreased the likelihood for rehearsal and increased likelihood of critical thinking, while critical thinking and rehearsal positively predicted learning achievement.

TL;DR: The authors investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students' motivational correlates, and found that when students perceived more process feedback or goal clarification, they experienced more competence, autonomy and relatedness satisfaction.

TL;DR: This special issue situates this research with a systemic review and meta-analysis of the literature on emotions in TREs, and empirical research is presented on measuring emotions in the context of learning with TREs in multiple domains, including medicine, history, and mathematics.

TL;DR: In this article, the covert educational language policy of primary teachers in Switzerland was investigated by exploring sixty-seven primary teachers' subjective viewpoints about multilingualism, and the qualitative interpretation of the inverted factor analytical result uncovers a gap between the common understanding of the nature of multilingualness and the fragmented intentions of pedagogically reacting to linguistic diversity in the classroom, showing the need for a continuation of professional development and establishment of supportive school conditions for the implementation of this large-scale innovation endeavour in the context under scrutiny.

TL;DR: The authors investigated the role parents' reading-related gender stereotypes favoring girls play in explaining students' reading related competence beliefs, intrinsic task values, and achievement, and found indirect effects from parents' gender stereotypes through boys' readingrelated intrinsic task value and competence beliefs to boys's reading achievement.

TL;DR: This article evaluated the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills.

TL;DR: This paper investigated whether students in grades 5 and 6 learned better when seated proximally to the teacher during a virtual classroom math lesson, taking individual levels of inattention and hyperactivity-impulsivity (i.e., ADHD symptoms) into account.

TL;DR: This article investigated whether inquiry-based, content-focused physics instruction improves students' ability to apply the control-of-variables strategy, a domain-general experimentation skill, in a quasi-experimental classroom study.

TL;DR: The authors found that lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of reading comprehension, above code-related skills, and decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly and indirectly through decoding skills (pseudoword, word reading, text reading fluency).

TL;DR: In this article, the authors tested whether an autonomy-supportive intervention program (ASIP) experience might additionally help teachers establish a peer-to-peer classroom climate that is capable of increasing prosocial behavior and decreasing antisocial behavior.

TL;DR: This article found that the student-framed intervention made the course more interesting for students who were doing well in the course, but decreased grades for students struggling in course, compared to the instructor-frameed UV intervention.

TL;DR: In this paper, the authors explored the procedures and concept of statistical variance prior to direct instruction and found that exploring using worked examples (full guidance) led to higher posttest scores than exploring using an invention activity (no guidance) or completion problems (partial guidance).