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Learning and Instruction

February 2016 Volume 41, Number 1

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Table of Contents

Number of articles: 12

  1. Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis

    Virginie Hospel & Benoît Galand, Psychological Sciences Research Institute (IPSY), Belgium

    The current study was carried out within the framework of self-determination theory and aimed to investigate specific, additive and combined effects of teachers' autonomy support and structure on... More

    pp. 1-10

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  2. A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis

    Jason A. Chen, The College of William and Mary, United States; M. Shane Tutwiler, Shari J. Metcalf, Amy Kamarainen, Tina Grotzer & Chris Dede, Harvard University, United States

    Using latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems... More

    pp. 11-22

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  3. The effect of content and language integrated learning on students' English and history competences – Killing two birds with one stone?

    Sara Dallinger, English Department, Germany; Kathrin Jonkmann, Psychology Department, Germany; Jan Hollm, English Department, Germany; Christiane Fiege, Institute of Psychology, Germany

    By failing to appropriately control for selection effects, most previous research has overestimated the effects of Content and Language Integrated Learning (CLIL) on the development of students'... More

    pp. 23-31

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  4. Cognition and classroom quality as predictors of math achievement in the kindergarten year

    A. Nayena Blankson, Spelman College, United States; Clancy Blair, New York University, United States

    Using a sample of 171 children, we examined classroom quality as a potential moderator of the link between three distinct but related aspects of cognition (fluid intelligence, crystallized... More

    pp. 32-40

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  5. Consistent advantages of contrasted comparisons: Algebra learning under direct instruction

    Esther Ziegler & Elsbeth Stern

    Contrasted comparisons are an effective means of concept learning. Many studies have investigated the effects of comparisons in self-learning settings. However, because direct instruction remains a... More

    pp. 41-51

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  6. Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment: Student and instructional factors

    Marije F. Fagginger Auer, Marian Hickendorff & Cornelis M. van Putten, Leiden University

    Adaptive expertise in choosing when to apply which solution strategy is a central element of current day mathematics, but may not be attainable for all students in all mathematics domains. In the... More

    pp. 52-59

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  7. Comprehension processes and outcomes with refutation and expository texts and their contribution to learning

    Irene-Anna N. Diakidoy, Thalia Mouskounti & Argyro Fella, Department of Psychology, Cyprus; Christos Ioannides, Mikrokampos School, Greece

    The study compared the comprehension processes and outcomes obtained with refutation and expository text and their association with learning outcomes. After a knowledge pretest, undergraduate... More

    pp. 60-69

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  8. How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands

    Alexander Eitel, Leibniz-Institut für Wissensmedien, Germany

    Two biases can occur in multimedia learning: overconfidence and over-reliance on text processing. The present research sought to identify these biases and to investigate whether they can be reduced... More

    pp. 70-84

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  9. Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten

    Clancy Blair & Rachel D. McKinnon, Department of Applied Psychology, United States

    Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary ... More

    pp. 85-93

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  10. Effects of multitasking on retention and topic interest

    Muhterem Dindar & Yavuz Akbulut

    A recent and pervasive “urban legend” in education describes contemporary students as digital natives and effective multitaskers. The current study investigated the effects of sequential and... More

    pp. 94-105

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  11. Why leave the classroom? How field trips to the church affect cognitive learning outcomes

    Ulrich Riegel & Katharina Kindermann

    In religious education field trips to the church are regarded as powerful instructional instruments to improve students' competencies as they enable authentic contact with lived religion. We... More

    pp. 106-114

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  12. Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach

    Thomas Goetz & Fabio Sticca, Department of Empirical Educational Research, Germany; Reinhard Pekrun & Kou Murayama, Department of Psychology, Germany; Andrew J. Elliot, Department of Clinical and Social Sciences in Psychology, United States

    Theories on the link between achievement goals and achievement emotions focus on their within-person functional relationship (i.e., intraindividual relations). However, empirical studies have... More

    pp. 115-125

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