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Learning and Instruction

February 2018 Volume 53, Number 1

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Table of Contents

Number of articles: 10

  1. Does children's dialect awareness support later reading and spelling in the standard language form?

    Evdokia Pittas & Terezinha Nunes

    pp. 1-9

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  2. The role of daily autonomous and controlled educational goals in students’ academic emotion states: An experience sampling method approach

    Elina E. Ketonen, University of Helsinki, Finland; Julia Dietrich, University of Jena, Germany; Julia Moeller, Yale University, United States; Katariina Salmela-Aro & Kirsti Lonka, University of Helsinki, Finland

    The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000),... More

    pp. 10-20

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  3. Instructional sensitivity in vocational education

    Viola Deutscher, University of Mannheim, Germany; Esther Winther, German Institute for Adult Education (DIE), Germany

    Apprentices' performance after vocational educational training (VET) is commonly attributed to the effectiveness of the training. This implies the assumption that learners’ development of... More

    pp. 21-33

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  4. Strengthening networks: A social network intervention among higher education teachers

    Sara Van Waes, Antwerp School of Education, Belgium; Sven De Maeyer, Department of Training and Education, Belgium; Nienke M. Moolenaar, Department of Education; Peter Van Petegem & Piet Van den Bossche, Department of Training and Education, Belgium

    Teachers' opportunities to learn at the workplace are shaped by the relationships in which they discuss their instructional practice, what we call More

    pp. 34-49

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  5. Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences

    Kimberley J. Bartholomew, University of East Anglia, United Kingdom; Nikos Ntoumanis, Curtin University, Australia; Athanasios Mouratidis, Hacettepe University, Turkey; Ermioni Katartzi, Aristotle University, Greece; Cecilie Thøgersen-Ntoumani, Curtin University, Australia; Symeon Vlachopoulos, Aristotle University, Greece

    Relatively little research drawing from self-determination theory has examined the links between controlling teaching environments and student motivation. To this end, two longitudinal studies were... More

    pp. 50-63

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  6. Variation in situation-specific engagement among lower secondary school students

    Sanni Pöysä, Department of Teacher Education, Finland; Kati Vasalampi & Joona Muotka, Department of Psychology, Finland; Marja-Kristiina Lerkkanen & Anna-Maija Poikkeus, Department of Teacher Education, Finland; Jari-Erik Nurmi, Department of Psychology, Finland

    The majority of previous research has examined school engagement as an overall student characteristic. The present study contributes to the field by examining variation in students' situation... More

    pp. 64-73

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  7. Inauthentic expressions of enthusiasm: Exploring the cost of emotional dissonance in teachers

    Jamie L. Taxer, Stanford University, United States; Anne C. Frenzel, University of Munich, Germany

    Research on teacher enthusiasm has, to date, neglected how expressing enthusiasm influences teachers, particularly if they do not enjoy teaching at sufficiently high levels. To address this issue, ... More

    pp. 74-88

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  8. Morphological training in spelling: Immediate and long-term effects of an interventional study in French third graders

    Séverine Casalis, SCALab, France; Sébastien Pacton, Université de Paris Descartes and INSERM, France; Françoise Lefevre, SCALab, France; Michel Fayol, Université de Clermont Ferrand and Centre National de la Recherche Scientifique, France

    pp. 89-98

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  9. Inducing adaptive emotion regulation by providing the students' perspective: An experimental video study with advanced preservice teachers

    Irina Rosa Kumschick, Valentina Piwowar & Felicitas Thiel

    Is it possible to promote the use of reappraisal as an emotion regulation strategy during teachers’ processing of classroom disruptions? We assume that teachers who are aware of the student... More

    pp. 99-108

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  10. Student emotions in class: The relative importance of teachers and their interpersonal relations with students

    Tim Mainhard, Sophie Oudman & Lisette Hornstra, Utrecht University; Roel J. Bosker, University of Groningen; Thomas Goetz, University of Konstanz, Germany

    This study highlights the importance of teachers in relation to the emotions students experience in class. First, in line with the work of Kenny, we argue that the specific relationship that... More

    pp. 109-119

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