EARLI title page
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research
EARLI Association News
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research
The use of learner response systems in the classroom enhances teachers' judgment accuracy
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Chunjie Zhu, Detlef Urhahne (Source: Learning and Instruction)
Source: Learning and Instruction - August 3, 2018 Category: Psychiatry & Psychology Source Type: research
Producing gestures establishes a motor context for procedural learning tasks
In this study, we investigated whether this beneficial effect of gesturing is increased for procedural learning tasks in that the motor context (i.e. producing gestures) is congruent during the learning and the testing phase. In Experiment 1, participants learned to tie nautical knots with or without producing gestures and were asked to reproduce the knots in the testing phase. Hence, the motor context was congruent for the participants producing gestures in the learning phase and incongruent for the learners that did not produce gestures. Producing gestures during learning improved performance, thus, replicating prior res...
Source: Learning and Instruction - July 30, 2018 Category: Psychiatry & Psychology Source Type: research
Does competent bilingualism entail advantages for the third language learning of immigrant students?
This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when t...
Source: Learning and Instruction - July 28, 2018 Category: Psychiatry & Psychology Source Type: research
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
Discussion centers on the theoretical and practical implications. (Source: Learning and Instruction)
Source: Learning and Instruction - July 25, 2018 Category: Psychiatry & Psychology Source Type: research
Animations and static pictures: The influence of prompting and time of testing
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Tim Kühl, Sabrina D. Navratil, Stefan MünzerAbstractStatic pictures have an informational disadvantage for dynamic processes compared to animations. It was investigated whether this disadvantage can be compensated by prompting learners to process the specific dynamic information. It was assumed that this processing would lead to a longer lasting knowledge representation. A 2 x 2 x 2 between-subject design with visualization format (static picture vs. animation), prompt (present vs. absent) and time of testing (immediate vs. after one wee...
Source: Learning and Instruction - July 24, 2018 Category: Psychiatry & Psychology Source Type: research
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Theresa DickeAbstractPrevious cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD co...
Source: Learning and Instruction - July 24, 2018 Category: Psychiatry & Psychology Source Type: research
Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Kristina Kljajic, Patrick GaudreauAbstractWe proposed and tested a novel multilevel perspective on procrastination by examining the prospective relation between procrastination and grades across students (i.e., between-person level) and across the courses taken by each student (i.e., within-person level). A sample of 208 university students completed repeated measures of procrastination for each of their courses during the semester and the official final grades were obtained at the end of the semester. The results of multilevel modeling re...
Source: Learning and Instruction - July 15, 2018 Category: Psychiatry & Psychology Source Type: research
The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Maryam Alqassab, Jan-Willem Strijbos, Stefan UferAbstractProviding feedback on peer solutions to geometry proofs can support preservice mathematics teachers' assessment skills of such complex tasks. However, the quality of peer solutions may influence cognitive processing during peer-feedback provision, learning from providing peer-feedback, and peer-feedback content. To investigate this effect, we recorded the eye-movements of fifty-three preservice mathematics teachers while providing feedback on a near-correct or an erroneous peer solut...
Source: Learning and Instruction - July 12, 2018 Category: Psychiatry & Psychology Source Type: research
“Copying allowed – But be careful, errors included!” – Effects of copying correct and incorrect solutions on learning outcomes
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Cornelia S. GroßeAbstractResearch in the area of worked examples mostly implements a clear distinction between studying examples and solving problems. However, from a theoretical perspective, this distinction is questionable: it can be argued that it is promising to work simultaneously on worked examples and on problems, with the opportunity to refer to an example when an impasse occurs. In the present study (N = 139 7th grader), effects of incorrect worked examples and copying were assessed using a 2x2-factorial design (factor 1: inc...
Source: Learning and Instruction - July 11, 2018 Category: Psychiatry & Psychology Source Type: research
What makes a good study day? An intraindividual study on university students’ time investment by means of time-series analyses
Publication date: Available online 2 November 2017Source: Learning and InstructionAuthor(s): Patrick Liborius, Henrik Bellhäuser, Bernhard SchmitzAbstractUniversity students often claim to have problems managing the time required to carry out their study demands successfully, which leads to discontent. The question is how much time do students really invest in their studies, what changes occur in time investment over a full academic term, and finally, how is study time related with students' daily study satisfaction? Daily time-series data taken from 105 university students over 154 days were analyzed by means of process ...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development
Publication date: Available online 10 November 2017Source: Learning and InstructionAuthor(s): Lorraine Brennan, Tara Cusack, Eamonn Delahunt, Sharron Kuznesof, Suzanne DonnellyAbstractThe interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analys...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
Publication date: Available online 20 November 2017Source: Learning and InstructionAuthor(s): Hye-Ryen JangAbstractWe introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four studies. Based on self-determination theory, we hypothesized that the more teachers adopted intrinsic instructional goals the more they would rely on an autonomy-supportive motivating style, and the more they adopted extrinsic instructional goals the more they would rely on a controlling motivating style. Because no mea...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
University students' need satisfaction trajectories: A growth mixture analysis
This study examines 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). This study also documents the implications of these trajectories for a variety of educational outcomes. A sample of 461 first-year undergraduates completed all measures three times over the course of a University semester. Longitudinal growth mixture analyses (GMA) revealed three distinct need satisfaction trajectories (Low-Decreasing, Moderate-Decreasing, and Moderate-Increasing). The Moderate-Increasing pr...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
