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Learning and Instruction

April 2016 Volume 42, Number 1

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Table of Contents

Number of articles: 13

  1. Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL

    Sanna Järvelä, Jonna Malmberg & Marika Koivuniemi

    The increasing amount of empirical research shows that the role of regulatory processes is critical in CSCL and collaborative learning settings. However, the current conceptual definitions and... More

    pp. 1-11

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  2. The development of achievement emotions and coping/emotion regulation from primary to secondary school

    Marc Vierhaus, Arnold Lohaus & Elke Wild

    This study reports on the development of achievement emotions and coping/emotion regulation in primary to secondary school-aged children and adolescents. Based on two longitudinal cohorts (Grades 2... More

    pp. 12-21

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  3. Dimensional comparisons in students' perceptions of the learning environment

    A. Katrin Arens, German Insitute for International Educational Research, Germany; Jens Möller, Christian-Albrechts-Universität, Germany

    This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might... More

    pp. 22-30

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  4. Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports

    Gregory Trevors, Department of Educational Psychology, United States; Reza Feyzi-Behnagh, Department of Educational Theory & Practice, United States; Roger Azevedo, Department of Psychology, United States; François Bouchet, Laboratoire d'Informatique de Paris 6, France

    The objective of the current studies was to investigate how epistemic cognition related to specific phases and components of self-regulated learning and its adaptation to learning conditions of... More

    pp. 31-46

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  5. Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability

    Dara Shifrer

    Learning disability (LD) designations may produce stigma by masking the real causes of learning differences, altering perceptions, and legitimizing stratification. This study uses data on... More

    pp. 47-57

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  6. Improving problem solving with subgoal labels in expository text and worked examples

    Lauren E. Margulieux & Richard Catrambone

    In highly procedural problem solving, procedures are typically taught with context-independent expository text that conceptually describes a procedure and context-dependent worked examples that... More

    pp. 58-71

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  7. Solving arithmetic problems in first and second language: Does the language context matter?

    Amandine Van Rinsveld & Christine Schiltz, Education, Culture, Cognition and Society Research Unit (ECCS) – FLSHASE, Luxembourg; Martin Brunner, Free University of Berlin and Berlin-Brandenburg Institute for School Quality, Germany; Karin Landerl, Department of Psychology – Developmental Psychology, Austria; Sonja Ugen, Luxembourg Center for Educational Testing (LUCET), Luxembourg

    Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and... More

    pp. 72-82

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  8. Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning

    Vera Busse & Ulrike-Marie Krause

    The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools ... More

    pp. 83-94

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  9. How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

    Erik A. Ruzek, Center for Advanced Study of Teaching and Learning, United States; Christopher A. Hafen & Joseph P. Allen, Department of Psychology, United States; Anne Gregory, Graduate School of Applied and Professional Psychology, United States; Amori Yee Mikami, Department of Psychology, Canada; Robert C. Pianta, Center for Advanced Study of Teaching and Learning, United States

    Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school... More

    pp. 95-103

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  10. Mind wandering, control failures, and social media distractions in online learning

    R. Benjamin Hollis & Christopher A. Was

    Mind wandering often leads to performance and accuracy errors during activities that are demanding and require concentration. Students are often asked to concentrate on demanding tasks in their... More

    pp. 104-112

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  11. Relationship between single digit addition strategies and working memory reflects general reasoning sophistication

    Jacob M. Paul & Robert A. Reeve

    With age, children employ increasingly more sophisticated strategies to solve single-digit addition (SDA) number fact problems. Changes in SDA strategy-use are correlated with age-related changes... More

    pp. 113-122

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  12. Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap

    E.R. Peterson, School of Psychology, New Zealand; C. Rubie-Davies, School of Learning, Development and Professional Practice, New Zealand; D. Osborne & C. Sibley, School of Psychology, New Zealand

    In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on... More

    pp. 123-140

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  13. Individual differences in the process of relational reasoning

    Emily M. Grossnickle, Georgetown University, United States; Denis Dumas, Patricia A. Alexander & Peter Baggetta, University of Maryland, United States

    The ability to discern meaningful patterns—relational reasoning—has been identified as a process important for student learning and cognition. Yet, research has typically investigated performance... More

    pp. 141-159

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