Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
Publication date: Available online 24 November 2017Source: Learning and InstructionAuthor(s): Luke K. Fryer, Mary AinleyAbstractThe current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compulsory year-long ...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Supporting groups’ emotion and motivation regulation during collaborative learning
This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivation, ...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood
Publication date: Available online 27 November 2017Source: Learning and InstructionAuthor(s): Christine Howe, Antonia ZachariouAbstractResearch into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that groups construct while collaborating play a tangential role. Individuals may or may not accept these constructions depending upon processes of reflection and reconciliation that are triggered through difference and sometimes occur post-group. Recognizing a dearth of research with older participants (t...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Constructing interpretive inferences about literary text: The role of domain-specific knowledge
Publication date: Available online 19 December 2017Source: Learning and InstructionAuthor(s): Kathryn S. McCarthy, Susan R. GoldmanAbstractStudent readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific knowledge that were drawn upon when reading the short story The Elephant. These data were used to construct three reading instructions provided to student (novice) literary readers. These instructions informed the student about two types of literary conventions (Rules of Notice, Rules of Significati...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Cognitive regulation, not behavior regulation, predicts learning
We examined two kinds of self-regulation – cognitive regulation and behavior regulation – as possible predictors of individual differences in middle-school students’ inquiry learning performance. Across two studies, one involving middle-class students (n = 135) and one involving students from a lower socioeconomic status underachieving population (n = 21), results were consistent. Cognitive regulation, but not behavior regulation, was associated with more successful inquiry learning. We discuss implications for the role of regulatory processes in inquiry learning and, more broadly, for education. (Source: Learning and Instruction)
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts
This article reports on a quantitative study into the effects of CLIL programs on the L1 competence and content knowledge of Primary and Secondary Education students in monolingual contexts. It has worked with a sample of 2024 students in twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups in terms of motivation, verbal intelligence, and English level; and has factored in type of school, setting, and socioeconomic status as intervening variables. It has also carried out successive discriminant analyses in order to determine which variables are responsible for the diff...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Adding immersive virtual reality to a science lab simulation causes more presence but less learning
Publication date: Available online 26 December 2017Source: Learning and InstructionAuthor(s): Guido Makransky, Thomas S. Terkildsen, Richard E. MayerAbstractVirtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing du...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
The integration of information in a digital, multi-modal learning environment
Publication date: Available online 27 December 2017Source: Learning and InstructionAuthor(s): Anne SchülerAbstractThe aim of the reported eye-tracking study was to investigate whether learners integrate information presented on several pages within a digital learning environment and whether the underlying processes differ between a purely text-based and a multi-modal digital learning environment. Participants (N = 97) learned about the development of tornados. Picture presentation (yes vs. no) and presentation of inconsistent information between pages (yes vs. no) was varied between-subjects. Results showed that incon...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
Publication date: Available online 29 December 2017Source: Learning and InstructionAuthor(s): Nora A. McIntyre, Halszka Jarodzka, Robert M. KlassenAbstractClassroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the presen...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Investigating the testing effect: Retrieval as a characteristic of effective study strategies
Publication date: Available online 3 January 2018Source: Learning and InstructionAuthor(s): Christine L. Bae, David J. Therriault, Jenni L. RediferAbstractPresently, the most common approach to examining the testing effect is using a free recall form of retrieval practice. In this experiment, we compared free recall to other retrieval-based study strategies including practice quizzing, test-generation, and keyword. We also examined the possible benefit of coupling these retrieval-based strategies with free recall. A total of 338 undergraduates were randomly assigned to one of the nine conditions: a repeated retrieval (stud...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
“Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts
Publication date: Available online 10 January 2018Source: Learning and InstructionAuthor(s): Lin ZhangAbstractA recent discussion on science teaching has been focusing on questions of whether it is necessary to withhold answers from learners until inquiry activities are completed and whether learners develop high-level science learning when they are physically involved in scientific investigations. To contribute to this topic, the present study examined the effects of withholding answers from learners coupled with involving them in physical manipulations on their learning of energy transfer in three domains, knowing, reaso...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view
Publication date: Available online 2 February 2018Source: Learning and InstructionAuthor(s): Jessica Massonnié, Maryse Bianco, Laurent Lima, Pascal BressouxAbstractAccording to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Effects of study intention and generating multiple choice questions on expository text retention
Publication date: Available online 3 February 2018Source: Learning and InstructionAuthor(s): Vincent Hoogerheide, Justine Staal, Lydia Schaap, Tamara van GogAbstractTeachers often recommend their students to generate test questions and answers as a means of preparing for an exam. There is a paucity of research on the effects of this instructional strategy. Two recent studies showed positive effects of generating test questions relative to restudy, but these studies did not control for time on task. Moreover, the scarce research available has been limited to the effects of generating open-ended questions. Therefore, the aim...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
Publication date: Available online 4 February 2018Source: Learning and InstructionAuthor(s): Steffen P. Schmidgall, Alexander Eitel, Katharina ScheiterAbstractIn two experiments, we investigated which of the factors generation, visualization, and externalization mainly contribute to the benefits of learner-generated drawing. We also examined whether benefits of drawing were more pronounced in delayed rather than in immediate testing. To this end, Experiment 1 (N = 121) focused on the comparison of the factors visualization and generation, whereas Experiment 2 (N = 204) focused on the role of externalization in gene...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
Multi-modal, multi-source reading: A multi-representational reader's perspective
Publication date: Available online 13 February 2018Source: Learning and InstructionAuthor(s): Shaaron E. AinsworthAbstractIn this commentary, I review the five articles that comprise the Special Issue titled ‘Towards a model of multi-source, multi-modal processing”. The papers are discussed in terms of how they help us understand the “second generational” issues of reader characteristics, representational choices, task demands and assessment approaches. The commentary concludes by anticipating themes for future work that are common to all the papers’ concerns. (Source: Learning and Instruction)
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research
