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Learning and Instruction

October 2015 Volume 39, Number 1

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Table of Contents

Number of articles: 17

  1. Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

    Dario Cvencek, Institute for Learning & Brain Sciences, United States; Manu Kapur, Department of Curriculum, Singapore; Andrew N. Meltzoff, Institute for Learning & Brain Sciences, United States

    Singaporean elementary-school students ( More

    pp. 1-10

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  2. Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values

    Markus H. Hefter & Alexander Renkl, Department of Psychology, Germany; Werner Riess, Department of Biology and Didactics of Biology, Germany; Sebastian Schmid, Department of Education, Germany; Stefan Fries & Kirsten Berthold, Department of Psychology, Germany

    Kuhn (2001) proposed two crucial prerequisites for the will to engage in argumentative thinking: Evaluativist epistemological understanding that provides the base for regarding argumentative... More

    pp. 11-22

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  3. The preparatory effects of problem solving versus problem posing on learning from instruction

    Manu Kapur

    Two randomized-controlled studies compare the preparatory effects of problem-solving versus problem-posing on learning from subsequent instruction. Students engaged in either problem-solving (where... More

    pp. 23-31

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  4. Do students use testing and feedback while learning? A focus on key concept definitions and learning to criterion

    John Dunlosky & Katherine A. Rawson

    College students must regulate much of their learning and hence it is important to discover whether they use effective study techniques, such as testing with feedback. We conducted three... More

    pp. 32-44

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  5. Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects

    Julia Dietrich, Institute of Educational Science, Germany; Anna-Lena Dicke, School of Education, United States; Bärbel Kracke, Institute of Educational Science, Germany; Peter Noack, Institute of Psychology, Germany

    While positive influences of teacher support on students' motivational development have been widely shown, existing research has not yet considered that students' school experiences are... More

    pp. 45-54

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  6. Becoming aware of cinematic techniques in propaganda: Instructional support by cueing and training

    Martin Merkt, Knowledge Media Research Center, Germany; Florian Sochatzy, University of Eichstaett-Ingolstadt, Germany

    Cinematic techniques are used to induce biased interpretations of historical videos. Therefore, awareness of these techniques is necessary when working with videos as historical sources. Two... More

    pp. 55-71

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  7. Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

    Inga Glogger-Frey, Corinna Fleischer, Lisa Grüny, Julian Kappich & Alexander Renkl

    Solving an open problem as proposed by inventing and productive failure approaches has been shown to prepare learners effectively for subsequent direct instruction. Inventing can raise awareness of... More

    pp. 72-87

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  8. Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance

    Elise Tornare, Nikolai O. Czajkowski & Francisco Pons, Department of Psychology, Norway

    This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10–12 years, and 2) the... More

    pp. 88-96

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  9. The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year

    Barbara Flunger, Ulrich Trautwein & Benjamin Nagengast, Hector Research Institute of Education Sciences and Psychology, Germany; Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Germany; Alois Niggli, College of Teacher Education Fribourg, Switzerland; Inge Schnyder, University of Fribourg, Switzerland

    Homework time and achievement are only modestly associated, whereas homework effort has consistently been shown to positively predict later achievement. We argue that time spent on homework can be ... More

    pp. 97-106

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  10. Learning verbs more effectively through meaning congruent action animations

    Lea A. Hald, Donders Institute for Brain, Cognition and Behaviour; Marianne van den Hurk, Pedagogical Sciences, Education Science; Harold Bekkering, Donders Institute for Brain, Cognition and Behaviour

    The current study investigates the effectiveness of learning words while displaying meaning congruent animations. We explore whether learning words with animation is sensitive to properties known... More

    pp. 107-122

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  11. The impact of elaborated feedback on text comprehension within a computer-based assessment

    Stefanie Golke, Department of Educational Research, Germany; Tobias Dörfler, Institute of Psychology, Germany; Cordula Artelt, Department of Educational Research, Germany

    We investigated what impact elaborated feedback has on sixth graders' deep-level comprehension of texts within a computer-based assessment. Experiment 1 ( More

    pp. 123-136

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  12. Executive functioning and verbal fluency in children with language difficulties

    Lucy A. Henry, City University London, United Kingdom; David J. Messer, United Kingdom; Gilly Nash, City University London, United Kingdom

    This study provided a detailed analysis of verbal fluency in children with language difficulties, and examined the relative contributions of executive functioning (executive-loaded working memory, ... More

    pp. 137-147

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  13. Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

    Rebecca J. Collie, School of Education, Australia; Jennifer D. Shapka & Nancy E. Perry, Department of Educational and Counselling Psychology, and Special Education, Canada; Andrew J. Martin, School of Education, Australia

    This study examines the extent to which teachers may be grouped based on their beliefs about social-emotional learning (SEL). SEL is aimed at promoting students' social and emotional competencies (... More

    pp. 148-157

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  14. Students' school performance, task-focus, and situation-specific motivation

    Lars-Erik Malmberg, University of Oxford, United Kingdom; Eija Pakarinen, Kati Vasalampi & Jari-Erik Nurmi, University of Jyväskylä, Finland

    Going beyond studies of individual differences in and profiles of students' motivation, we investigated situation-specific (intra-personal) experiences of autonomous (enjoyment, interest, and task ... More

    pp. 158-167

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  15. The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning

    Krista R. Muis, Department of Educational and Counselling Psychology, Canada; Reinhard Pekrun, Department of Psychology, Germany; Gale M. Sinatra, Rossier School of Education, United States; Roger Azevedo, Department of Psychology, United States; Gregory Trevors, Department of Educational and Counselling Psychology, Canada; Elisabeth Meier, Department of Psychology, Germany; Benjamin C. Heddy, Department of Educational Psychology, United States

    We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary... More

    pp. 168-183

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  16. Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

    A. Katrin Arens, German Institute for International Educational Research, Germany; Alexandre J.S. Morin, Institute for Positive Psychology and Education, Australia; Rainer Watermann, Freie Universität Berlin, Germany

    This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety,... More

    pp. 184-193

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  17. Metaphorical graphics aid learning and memory

    Robert W. Danielson, Rossier School of Education, United States; Neil H. Schwartz & Marie Lippmann, Department of Psychology, United States

    The present investigation was designed to determine the effects of metaphorical graphics on learning from an expository text. The graphics were designed to function as metaphorical representations ... More

    pp. 194-205

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