Learning and Instruction
February 2013 Volume 23, Number 1
Table of Contents
Number of articles: 14
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Transactional associations between classroom engagement and relations with teachers from first through fourth grade
I. Archambault, L.S. Pagani & C. Fitzpatrick
Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors... More
pp. 1-9
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Computer simulations and clear observations do not guarantee conceptual understanding
Maggie D. Renken & Narina Nunez
Evidence for cognitive benefits of simulated versus physical experiments is unclear. Seventh grade participants ( More
pp. 10-23
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Frequent deadlines: Evaluating the effect of learner control on healthcare executives' performance in online learning
Lawrence V. Fulton, Lana V. Ivanitskaya, Nathaniel D. Bastian, Dmitry A. Erofeev & Francis A. Mendez
In a three-group, gender-matched, preexisting knowledge-controlled, randomized experiment, we evaluated the effect of learner control over study pace on healthcare executives' performance in an... More
pp. 24-32
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How student characteristics affect girls' and boys' verbal engagement in physics instruction
Verena Jurik, Alexander Gröschner & Tina Seidel
This study investigated how student characteristics predict the nature of girls' and boys' verbal interactions with their teachers in physics classes. The sample included ( More
pp. 33-42
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Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence
Julia Karbach, Juliana Gottschling, Marion Spengler, Katrin Hegewald & Frank M. Spinath
Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major ... More
pp. 43-51
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A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment
Yongchao Shi, Carl H. Frederiksen & Krista R. Muis
Self-regulated learning (SRL) actions of 30 Canadian and 30 Chinese university students were studied in a face-to-face problem-based learning environment. Participants were randomly assigned to... More
pp. 52-59
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Performance-approach goal effects on achievement under low versus high challenge conditions
Corwin Senko, Amanda M. Durik, Lily Patel, Chelsea M. Lovejoy & David Valentiner
Two studies examined the effects of university students' achievement goals on performance under low versus high challenge conditions. The first was a laboratory experiment in which participants... More
pp. 60-68
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Classroom goal structures, social achievement goals, and adjustment in middle school
Sungok Serena Shim, YoonJung Cho & Cen Wang
The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school... More
pp. 69-77
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Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference
Philip D. Parker, Herbert W. Marsh, Oliver Lüdtke & Ulrich Trautwein
The internal/external frame of reference and the big-fish-little-pond effect are two major models of academic self-concept formation which have considerable theoretical and empirical support.... More
pp. 78-89
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Learning radiological appearances of diseases: Does comparison help?
Ellen M. Kok, Anique B.H. de Bruin, Simon G.F. Robben & Jeroen J.G. van Merriënboer
Comparison learning is a promising approach for learning complex real-life visual tasks. When medical students study radiological appearances of diseases, comparison of images showing diseases with... More
pp. 90-97
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Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?
Martina A. Rau, Vincent Aleven & Nikol Rummel
Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task ... More
pp. 98-114
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Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice?
Paul Ayres
Reducing problem complexity by isolating elements has been shown to be an effective instructional strategy. Novices, in particular, benefit from learning from worked examples that contain partially... More
pp. 115-124
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How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills
Andreas Obersteiner, Kristina Reiss & Stefan Ufer
Theories of psychology and mathematics education recommend two instructional approaches to develop students’ mental representations of number: The “exact” approach focuses on the development of... More
pp. 125-135
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Metacognitive support promotes an effective use of instructional resources in intelligent tutoring
Rolf Schwonke, Anna Ertelt, Christine Otieno, Alexander Renkl, Vincent Aleven & Ron J.C.M. Salden
We tested whether the provision of metacognitive knowledge on how to cope with the complexity of a learning environment improved learning. In an experimental setting, high-school students ( More
pp. 136-150