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Learning and Instruction

December 2018 Volume 58, Number 1

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Table of Contents

Number of articles: 28

  1. Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy

    Nadja M. Müller & Tina Seufert

    Learning with prompts activates self-regulation processes often resulting in increased learning performance. As experiences of self-regulation and learning success are sources of self-efficacy, the... More

    pp. 1-11

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  2. Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach

    Sanna Oinas, Faculty of Educational Sciences, Finland; Mari-Pauliina Vainikainen, University of Tampere, Finland; Risto Hotulainen, Centre for Educational Assessment, Finland

    In Finnish basic education, the majority of teachers give technology-enhanced feedback about learning and behaviour on a daily basis by clicking predefined options in an online platform. In this... More

    pp. 12-21

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  3. Using expectancy-value theory to understand academic self-control

    Brian M. Galla, Jamie Amemiya & Ming-Te Wang, University of Pittsburgh, United States

    We applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students ( More

    pp. 22-33

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  4. Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice

    Laura S. Bakosh, Inner Explorer, Inc., United States; Jutta M. Tobias Mortlock, School of Arts and Social Sciences, United Kingdom; Dawn Querstret & Linda Morison, School of Psychology, United Kingdom

    We report the results of a randomized trial (N = 337) examining the effectiveness of a daily audio-guided MBI in raising academic achievement in 16 volunteer classrooms across two socio... More

    pp. 34-41

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  5. Learning-related emotions in multimedia learning: An application of control-value theory

    Lisa Stark, Elisa Malkmus, Robin Stark, Roland Brünken & Babette Park

    The present study investigated assumptions of More

    pp. 42-52

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  6. Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions

    Ana Pérez & Anna Potocki, University of Poitiers,, France; Marc Stadtler, University of Münster,, Germany; Mônica Macedo-Rouet, University of Paris 8, France; Johanna Paul, University of Münster,, Germany; Ladislao Salmerón, University of Valencia, Spain; Jean-François Rouet, University of Poitiers,, France

    Increased amounts of information available from the Internet have triggered new demands for students to evaluate information quality. Our study presents an instructional intervention aimed at... More

    pp. 53-64

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  7. Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial

    Oddny Judith Solheim, Jan C. Frijters, Kjersti Lundetræ & Per Henning Uppstad, Norwegian Centre for Reading Education and Research, Norway

    This study reports on the effectiveness of an early reading intervention, based on current research on early reading acquisition, and aligned to Norwegian orthography. Thirteen schools were... More

    pp. 65-79

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  8. The effect of class composition on cross-curricular competences – Students with special educational needs in regular classes in lower secondary education

    Ninja Hienonen & Meri Lintuvuori, Centre for Educational Assessment, Finland; Markku Jahnukainen, Unit of Education and Society, Finland; Risto Hotulainen & Mari-Pauliina Vainikainen, Centre for Educational Assessment, Finland

    This study investigates how the proportion of SEN students in regular classes is related to the student-level and class-level cross-curricular competences. The data (N = 5368) come from a large... More

    pp. 80-87

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  9. Multiple symbolic representations: The combination of formula and text supports problem solving in the mathematical field of propositional logic

    Natalie Ott & Roland Brünken, Universität des Saarlandes (Saarland University), Germany; Markus Vogel, Pädagogische Hochschule Heidelberg (University of Education Heidelberg), Germany; Sarah Malone, Universität des Saarlandes (Saarland University), Germany

    As multiple representations are common in math education, we examined different combinations of representations (text, formula, graphic) in the field of propositional logic. In two experiments, we ... More

    pp. 88-105

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  10. Wisdom can be taught: A proof-of-concept study for fostering wisdom in the classroom

    Brian Bruya, Department of History and Philosophy, United States; Monika Ardelt, Department of Sociology and Criminology & Law, United States

    We undertook a short-term longitudinal study to test whether a set of methods common to current theories of wisdom transmission can foster wisdom in students in a measurable way. The three... More

    pp. 106-114

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  11. Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance

    Teresa Limpo

    This article reports two studies addressing writing apprehension in undergraduates. Study 1 tested the validity of a reduced version of the 26-item Writing Apprehension Scale (WAS; More

    pp. 115-125

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  12. Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

    Karen Aldrup, Uta Klusmann & Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Germany; Richard Göllner, Hector Research Institute of Education Sciences and Psychology, Germany; Ulrich Trautwein, LEAD Graduate School & Research Network, Germany

    Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being.... More

    pp. 126-136

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  13. Learners’ epistemic criteria and strategies for evaluating scientific visual representations

    Sarit Barzilai & Billie Eilam

    Visual information sources are increasingly available online, yet little is known about how learners evaluate such information sources. Hence, the purpose of this study was to document learners'... More

    pp. 137-147

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  14. Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects

    Ming-Te Wang, University of Pittsburgh, United States; Noona Kiuru, University of Jyväskylä, Finland; Jessica L. Degol, Penn State Altoona, United States; Katariina Salmela-Aro, University of Helsinki, Finland

    Peers become increasingly important socializing agents for academic behaviors and attitudes during adolescence. This study investigated peer influence and selection effects on adolescents'... More

    pp. 148-160

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  15. The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media

    Sascha Schneider, Steve Nebel, Maik Beege & Günter Daniel Rey

    According to the Self-Determination Theory, the autonomy-supporting feature of choice leads to an increase in intrinsically motivated behavior. Although this effect was replicated multiple times,... More

    pp. 161-172

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  16. “Copying allowed – But be careful, errors included!” – Effects of copying correct and incorrect solutions on learning outcomes

    Cornelia S. Große

    Research in the area of worked examples mostly implements a clear distinction between studying examples and solving problems. However, from a theoretical perspective, this distinction is... More

    pp. 173-181

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  17. The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis

    Maryam Alqassab & Jan-Willem Strijbos, Department of Psychology, Germany; Stefan Ufer, Mathematics Institute, Germany

    Providing feedback on peer solutions to geometry proofs can support preservice mathematics teachers' assessment skills of such complex tasks. However, the quality of peer solutions may influence... More

    pp. 182-192

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  18. Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement

    Kristina Kljajic & Patrick Gaudreau

    We proposed and tested a novel multilevel perspective on procrastination by examining the prospective relation between procrastination and grades across students (i.e., between-person level) and... More

    pp. 193-200

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  19. Animations and static pictures: The influence of prompting and time of testing

    Tim Kühl, Sabrina D. Navratil & Stefan Münzer

    Static pictures have an informational disadvantage for dynamic processes compared to animations. It was investigated whether this disadvantage can be compensated by prompting learners to process... More

    pp. 201-209

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  20. Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data

    Jiesi Guo, Herbert W. Marsh, Philip D. Parker & Theresa Dicke, Australian Catholic University, Australia

    Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E)... More

    pp. 210-219

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