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Learning and Instruction

June 2009 Volume 19, Number 3

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Table of Contents

Number of articles: 7

  1. Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools

    Judith Ireson & Susan Hallam

    The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept... More

    pp. 201-213

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  2. Group work in schools with close friends and acquaintances: Linking self-processes with group processes

    José Hanham & John McCormick

    The present study investigated the relationships between key self-processes, namely independent vs. interdependent self-construal and self-efficacy, with students' attitudes toward working in... More

    pp. 214-227

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  3. Prior knowledge, reading skill, and text cohesion in the comprehension of science texts

    Yasuhiro Ozuru, Kyle Dempsey & Danielle S. McNamara

    This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and... More

    pp. 228-242

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  4. Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track

    Ulrich Trautwein & Oliver Lüdtke

    This study examines the determinants of homework motivation and homework effort in six school subjects at three levels: student level, classroom level, and school level. We hypothesized that... More

    pp. 243-258

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  5. Enhancing self-regulated learning by writing learning protocols

    Matthias Nückles, Sandra Hübner & Alexander Renkl

    Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study ( More

    pp. 259-271

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  6. Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching

    Nadine Spörer, Joachim C. Brunstein & Ulf Kieschke

    The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of ... More

    pp. 272-286

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  7. Separating academic and social experience as potential factors in epistemological development

    Michael Weinstock & Hila Zviling-Beiser

    Education has been regarded as the major factor in epistemological development. However, academic and other aspects of educational experience are difficult to disentangle. In the present study, 86 ... More

    pp. 287-298

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