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Learning and Instruction

April 2018 Volume 54, Number 1

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Table of Contents

Number of articles: 15

  1. Dynamic psychophysiological correlates of a learning from text episode in relation to reading goals

    Sara Scrimin, Department of Developmental Psychology and Socialization, Italy; Elisabetta Patron, Department of General Psychology, Italy; Erlis Ruli & Clovis Euloge Kenne Pagui, Department of Statistical Sciences, Italy; Gianmarco Altoè & Lucia Mason, Department of Developmental Psychology and Socialization, Italy

    This study aimed to investigate undergraduates' cardiac activity during an episode of complex learning from text. Specifically, we examined (a) heart rate (HR) and (b) heart rate variability (HRV) ... More

    pp. 1-10

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  2. Effects of teaching concept mapping using practice, feedback, and relational framing

    Kevin M. Roessger, University of Arkansas, United States; Barbara J. Daley & Duaa A. Hafez, University of Wisconsin-Milwaukee, United States

    Although concept mapping remains widely used in education, there is little research showing how best to teach it. We investigated if practice, feedback, and knowledge of relational framing help... More

    pp. 11-21

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  3. Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement

    Emilie J. Prast, Eva Van de Weijer-Bergsma, Evelyn H. Kroesbergen & Johannes E.H. Van Luit

    This large-scale study examined the effects of a teacher professional development (PD) programme about differentiated instruction on students’ mathematics achievement. Thirty primary schools (N =... More

    pp. 22-34

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  4. Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity?

    Irene T. Skuballa, Science Division, United Arab Emirates; Anke Dammert & Alexander Renkl, Department of Psychology, Germany

    Learners should become cognitively active to profit from multimedia representations. However, whether novices’ cognitive engagement should be augmented by behavioral engagement during multimedia... More

    pp. 35-46

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  5. Classroom assignments as measures of teaching quality

    Jeanette Joyce, Drew H. Gitomer & Charles J. Iaconangelo

    We investigate classroom assignments and resulting student work to identify important characteristics of assignments in terms of instructional quality and their validity as measures of teaching... More

    pp. 48-61

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  6. The perception of control as a predictor of emotional trends during gameplay

    Claudia Schrader, Ulm University, Germany; Ulrike Nett, University of Augsburg, Germany

    The present study investigated the effect of perceived control on trends of discrete achievement emotions during learning using a tower defense game designed for teaching human liver... More

    pp. 62-72

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  7. Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

    David W. Putwain, School of Education, United Kingdom; Sandra Becker, Department of Psychology, Germany; Wendy Symes, Department of Education and Social Justice, United Kingdom; Reinhard Pekrun, Department of Psychology, Germany

    The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict... More

    pp. 73-81

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  8. Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just

    Luciano Gasser, Jeanine Grütter & Alois Buholzer, University of Teacher Education Lucerne, Switzerland; Alexander Wettstein, University of Teacher Education Berne, Switzerland

    Emotionally supportive classrooms represent an important interactional context for the development of positive perceptions of student–teacher relationships. The present study investigated how... More

    pp. 82-92

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  9. Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment

    Michelle Taub, Roger Azevedo, Amanda E. Bradbury & Garrett C. Millar, Department of Psychology, United States; James Lester, Department of Computer Science, United States

    The goal of this study was to assess how metacognitive monitoring and scientific reasoning impacted the efficiency of game completion during learning with More

    pp. 93-103

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  10. Learning more from feedback: Elaborating feedback with examples enhances concept learning

    Bridgid Finn, Ruthann Thomas & Katherine A. Rawson

    Two experiments investigated whether elaborating practice-test feedback with conceptual examples could increase conceptual understanding. In the present study, participants studied psychology terms... More

    pp. 104-113

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  11. Room quality and composition matters: Children's verbal and numeracy abilities in Australian early childhood settings

    Frank Niklas & Collette Tayler

    Early literacy and numeracy competencies are an important foundation for successful school achievement. In this large-scale study data from over 2000 Australian children who attended formal early... More

    pp. 114-124

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  12. Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement

    Philip D. Parker & Brooke Van Zanden, Institute for Positive Psychology and Education, Australia; Rhiannon B. Parker, University of Wollongong, Australia

    Girls’ lack of self-belief has frequently been cited as a major barrier to advancement in both empirical research and in the popular imagination. With girls now outcompeting boys at almost every... More

    pp. 125-137

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  13. The conceptual overlap between arithmetic and algebraic referential mapping

    Judi Humberstone & Robert A. Reeve

    To investigate whether arithmetic and algebra referential mapping entail similar or different representational processes, 135 13-year-olds participated in a three-phase study. In Phase 1 (the pre... More

    pp. 138-146

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  14. Interaction-based coding of scaffolding processes

    Rico Hermkes, Hanna Mach & Gerhard Minnameier, Goethe University Frankfurt/Main, Germany

    In this article, we present a methodology for measuring scaffolding in small group classroom settings. We have investigated scaffolding by analysing teacher-student-interactions and developed an... More

    pp. 147-155

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  15. Spontaneous orientation towards irrelevant dimensions of magnitude and numerical acuity

    Arnaud Viarouge, Philippine Courtier, Manon Hoppe, Juliette Melnik, Olivier Houdé & Grégoire Borst, Laboratory for the Psychology of Child Development and Education (LaPsyDÉ), France

    When comparing collections of objects on the basis of their number, children can be influenced by non-numerical dimensions of magnitude such as size or density. By devising a new tool for assessing... More

    pp. 156-163

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