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Learning and Instruction

October 2014 Volume 33, Number 1

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Table of Contents

Number of articles: 16

  1. Do students' beliefs about writing relate to their writing self-efficacy, apprehension, and performance?

    Joanne Sanders-Reio, Patricia A. Alexander, Thomas G. Reio & Isadore Newman, College of Education, United States

    This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy... More

    pp. 1-11

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  2. Benefits of emotional design in multimedia instruction

    Richard E. Mayer & Gabriel Estrella

    Emotional design of multimedia instruction involves making the essential elements in the lesson's graphics more appealing, such as by rendering them with human-like features and with distinct,... More

    pp. 12-18

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  3. Number line estimation from kindergarten to grade 2: A longitudinal study

    Magda Praet & Annemie Desoete

    A bulk of evidence supports the association of number line estimations using Arabic digits and dots with math learning. Surprisingly few studies have been conducted to explore the relationship... More

    pp. 19-28

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  4. Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest

    Melanie M. Keller, Thomas Goetz & Eva S. Becker, Empirical Educational Research, Germany; Vinzenz Morger, Thurgau University of Teacher Education, Switzerland; Lauren Hensley, Dennis Learning Center, United States

    Although teacher enthusiasm is a relevant variable in the teaching context, a clear definition is still lacking. Research on teacher enthusiasm is characterized by ambiguous conceptualizations of... More

    pp. 29-38

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  5. Effects of remedial numeracy instruction throughout kindergarten starting at different ages: Evidence from a large-scale longitudinal study

    Sylke W.M. Toll & Johannes E.H. Van Luit

    The aims of this study are to investigate the effects of remedial numeracy support throughout kindergarten, and to compare the effects of interventions from different lengths. Support occurred two ... More

    pp. 39-49

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  6. Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications

    Herbert W. Marsh, Australian Catholic University, Australia; Hans Kuyper, University of Groningen; Alexandre J.S. Morin, Philip D. Parker & Marjorie Seaton, Australian Catholic University, Australia

    We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school- and class-average achievement (ACH) on academic... More

    pp. 50-66

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  7. The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth

    Brian W. Miller, Richard C. Anderson, Joshua Morris & Tzu-Jung Lin, Center for the Study of Reading, United States; May Jadallah, Illinois State University, United States; Jingjing Sun, Center for the Study of Reading, United States

    Dialogue based approaches to education have been shown to benefit students through the quality of shared discourse. Warm conceptual change theories propose that these benefits are also mediated by ... More

    pp. 67-80

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  8. Effects of writing beliefs and planning on writing performance

    Veerle M. Baaijen, Center for Language and Cognition Groningen; David Galbraith, Southampton Education School, United Kingdom; Kees de Glopper, Center for Language and Cognition Groningen

    White and Bruning (2005) distinguished two sets of writing beliefs: transactional and transmissional beliefs. In this paper we analyse their beliefs scale and suggest two hypotheses about how such ... More

    pp. 81-91

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  9. Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

    Martine Baars, Sigrid Vink & Tamara van Gog, Institute of Psychology; Anique de Bruin, Department of Educational Development and Research; Fred Paas, Institute of Psychology

    Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students'... More

    pp. 92-107

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  10. Effects of creating video-based modeling examples on learning and transfer

    Vincent Hoogerheide, Sofie M.M. Loyens & Tamara van Gog

    Two experiments investigated whether acting as a peer model for a video-based modeling example, which entails studying a text with the intention to explain it to others and then actually explaining... More

    pp. 108-119

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  11. Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter?

    Eleftheria N. Gonida, School of Psychology, Greece; Stuart A. Karabenick & Kara A. Makara, Combined Program in Education and Psychology, United States; Glykeria A. Hatzikyriakou, School of Psychology, Greece

    To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece ( More

    pp. 120-130

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  12. Delayed benefits of learning elementary algebraic transformations through contrasted comparisons

    Esther Ziegler & Elsbeth Stern

    Students studying algebra often make mistakes because of superficial similarities between addition and multiplication problems. In two experiments, we investigated whether these errors can be... More

    pp. 131-146

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  13. Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading

    Nadine Spörer, University of Potsdam, Germany; Nina Schünemann, University of Giessen, Germany

    In this study, reciprocal teaching (RT) was combined with specific self-regulation procedures to promote the reading comprehension of fifth grade students. Twenty four classes with More

    pp. 147-157

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  14. Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study

    Robert M. Klassen, Department of Education, United Kingdom; Tracy L. Durksen, University of Alberta, Canada

    The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre... More

    pp. 158-169

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  15. Individual differences in the effect of relevant concreteness on learning and transfer of a mathematical concept

    Stephanie A. Siler & Kevin J. Willows

    The concreteness of training materials influences learning and—perhaps more importantly—transfer. Building on prior research finding abstract representations best facilitated transfer to a game... More

    pp. 170-181

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  16. Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof

    Mitchell J. Nathan, Department of Educational Psychology, United States; Candace Walkington, Department of Teaching and Learning, United States; Rebecca Boncoddo, Department of Psychological Science, Central Connecticut State University, United States; Elizabeth Pier, Department of Educational Psychology, United States; Caroline C. Williams, Department of Curriculum and Instruction, United States; Martha W. Alibali, Department of Psychology, United States

    Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how... More

    pp. 182-193

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