High school students’ feelings: Discoveries from a large national survey and an experience sampling study
Publication date: April 2020Source: Learning and Instruction, Volume 66Author(s): Julia Moeller, Marc A. Brackett, Zorana Ivcevic, Arielle E. WhiteAbstractWe investigated students' feelings at high school in a nation-wide survey of 21,678 US students (study 1), and in a four-week study using experience sampling methodology (ESM) with 472 students across 5 high schools (study 2). Both studies combined mixed methods, including open-ended questions and rating scales (e.g., PANAS). In study 1, seventy-five percent of the feelings students reported in their responses to open-ended questions were negative. The three most frequen...
Source: Learning and Instruction - January 8, 2020 Category: Psychiatry & Psychology Source Type: research
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
Publication date: April 2020Source: Learning and Instruction, Volume 66Author(s): Irena Burić, Lisa E. KimAbstractTeacher self-efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers’ instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research that has suffered from methodological shortcomings. Therefore, the aim of this study was to examine the relationships between TSE, instructional quality (i.e., classroom management, cognitive activation, and supp...
Source: Learning and Instruction - January 4, 2020 Category: Psychiatry & Psychology Source Type: research
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Publication date: April 2020Source: Learning and Instruction, Volume 66Author(s): Iris Backfisch, Andreas Lachner, Christoff Hische, Frank Loose, Katharina ScheiterAbstractIn an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and th...
Source: Learning and Instruction - December 31, 2019 Category: Psychiatry & Psychology Source Type: research
Researching and writing based on multiple texts
We report on insights gained by coordinating and juxtaposing these various sources of data on students' writing. Results showed that while students accessed and took notes on the majority of the texts provided, information from texts was rarely connected, neither in students' notes nor in the written responses composed. Moreover, students' effortful engagement in multiple text use, captured via log data, was associated with task performance. Finally, a number of variables, corresponding to students’ strategy reports during processing, were found to be significant predictors of writing performance. (Source: Learning and Instruction)
Source: Learning and Instruction - December 31, 2019 Category: Psychiatry & Psychology Source Type: research
Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations
This study examined Finnish 9th-graders’ (N = 966) pathways to educational and occupational aspirations considering two academic domains: mathematics and reading. Multi-group structural equation models were conducted to investigate how domain-specific performance and motivational beliefs (self-concept and interest), and more general school burnout (exhaustion, cynicism, and inadequacy) relate to boys' and girls' aspirations. Performance in both domains was related to girls' educational aspirations, but only mathematics was linked to boys' aspirations. Positive within-domain relations from girls' motivational beliefs we...
Source: Learning and Instruction - December 28, 2019 Category: Psychiatry & Psychology Source Type: research
Integrating mindfulness and connection practices into preservice teacher education improves classroom practices
Publication date: April 2020Source: Learning and Instruction, Volume 66Author(s): Matthew J. Hirshberg, Lisa Flook, Robert D. Enright, Richard J. DavidsonAbstractTeachers vary in their ability to enact effective teaching practices. We randomly assigned 88 early education preservice teachers to standard teacher education or teacher education plus a 9-week mindfulness-based intervention. Using the Classroom Assessment Scoring System (CLASS) as our primary outcome, we assessed effective teaching practices at baseline and at a 6-month follow-up that occurred during full-time student teaching. Mindfulness, negative affect, and ...
Source: Learning and Instruction - December 25, 2019 Category: Psychiatry & Psychology Source Type: research
Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning?
Publication date: Available online 6 December 2019Source: Learning and InstructionAuthor(s): Allyson F. Hadwin (Source: Learning and Instruction)
Source: Learning and Instruction - December 6, 2019 Category: Psychiatry & Psychology Source Type: research
Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?
Publication date: April 2020Source: Learning and Instruction, Volume 66Author(s): Stefanie Obergriesser, Heidrun StoegerAbstractTo 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 effects and ...
Source: Learning and Instruction - December 4, 2019 Category: Psychiatry & Psychology Source Type: research
Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications
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 item functioning in Grade 6 and in change to Grade 9. While after 3 years, no significant difference between the two tracks was apparent in t...
Source: Learning and Instruction - December 3, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial board/Publication information
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 26, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI title page
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 26, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI Association News
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 26, 2019 Category: Psychiatry & Psychology Source Type: research
Self-derivation through memory integration: A model for accumulation of semantic knowledge
Publication date: April 2020Source: Learning and Instruction, Volume 66Author(s): Patricia J. Bauer, Alena G. Esposito, James J. DalyAbstractSemantic 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...
Source: Learning and Instruction - November 20, 2019 Category: Psychiatry & Psychology Source Type: research
Understanding and measuring emotions in technology-rich learning environments
Publication date: Available online 14 November 2019Source: Learning and InstructionAuthor(s): Susanne P. Lajoie, Reinhard Pekrun, Roger Azevedo, Jacqueline P. LeightonAbstractTechnology-rich learning environments (TREs) play an increasingly important role for 21st century education, and the emotions learners experience in these environments are pivotal for their cognitive and affective learning gains. The contributors to this special issue address the importance of understanding and measuring emotions in TREs as a mechanism for fostering learning. In particular, the special issue situates this research with a systemic revi...
Source: Learning and Instruction - November 16, 2019 Category: Psychiatry & Psychology Source Type: research
Methodological progress in the study of self-regulated learning enables theory advancement
Publication date: Available online 1 November 2019Source: Learning and InstructionAuthor(s): Peter ReimannAbstractThe collection of papers in this special issue demonstrates the level of methodological sophistication that has become characteristic of contemporary research on self-regulated learning. In this commentary I develop the argument that these methods can lead us not only to improved theoretical models but also to a new type of theory for SRL. In particular, multimodal and temporal methods provide us with an extended epistemic space for SRL research, a move from theories we could describe as ‘event-oriented’ to...
Source: Learning and Instruction - November 2, 2019 Category: Psychiatry & Psychology Source Type: research
