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Learning and Instruction

June 2019 Volume 61, Number 1

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Table of Contents

Number of articles: 13

  1. Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson

    Christa Krijgsman, Tim Mainhard & Jan van Tartwijk, Department of Education; Lars Borghouts, School of Sport Studies; Maarten Vansteenkiste & Nathalie Aelterman, Department of Developmental, Belgium; Leen Haerens, Department of Movement and Sport Sciences, Belgium

    This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates.... More

    pp. 1-11

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  2. Text difficulty, topic interest, and mind wandering during reading

    Alexander Soemer & Ulrich Schiefele

    The present article deals with the question of how the difficulty of a text affects a reader's tendency to engage in task-unrelated thinking (mind wandering) during reading, and the potential role ... More

    pp. 12-22

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  3. Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect

    Guido Makransky & Thomas S. Terkildsen, Department of Psychology, Denmark; Richard E. Mayer, Psychological and Brain Sciences, United States

    The main objective of this study was to investigate the potential of combining subjective and objective measures of learning process to uncover the mechanisms underlying the spatial contiguity... More

    pp. 23-34

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  4. The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England

    John Jerrim, UCL Institute of Education and Education Datalab, United Kingdom; Mary Oliver, University of Nottingham, United Kingdom; Sam Sims, UCL Institute of Education and Education Datalab, United Kingdom

    Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge... More

    pp. 35-44

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  5. Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?

    Rebecca Lazarides, University of Potsdam, Germany; Janine Buchholz, DIPF | Leibniz Institute for Research and Information in Education, Germany

    Achievement emotions are important prerequisites for academic outcomes and well-being, yet little is known about their relation to teaching quality. This study examines the relation between student... More

    pp. 45-59

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  6. To add or to multiply? An investigation of the role of preference in children's solutions of word problems

    Tine Degrande, Lieven Verschaffel & Wim Van Dooren

    Previous research has shown that upper primary school children frequently erroneously solve additive word problems multiplicatively, while younger children frequently erroneously solve... More

    pp. 60-71

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  7. Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures

    Lisa Bardach, Marko Lüftenegger, Takuya Yanagida, Christiane Spiel & Barbara Schober, University of Vienna, Austria

    Within-class consensus describes the extent to which students agree in their perceptions of classroom characteristics. The most frequently studied external link in research on within-class... More

    pp. 72-83

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  8. Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts

    Joanne Eaves, Nina Attridge & Camilla Gilmore

    Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows... More

    pp. 84-98

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  9. Bilingual advantages in early foreign language learning: Effects of the minority and the majority language

    Holger Hopp, Technische Universität Braunschweig, Germany; Markus Vogelbacher, Teresa Kieseier & Dieter Thoma, Universität Mannheim, Germany

    This longitudinal study tests effects of minority and majority-language proficiency in the early foreign language learning of English in German primary schools. In a study with monolingual German... More

    pp. 99-110

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  10. Response sentences, examples, and authenticity do not help children solve real wor(l)d problems

    Cheryll L. Fitzpatrick, Darcy Hallett, Kyle R. Morrissey, Nadine R. Yıldız, Rutanya Wynes & Felix Ayesu

    Realistic word problems are mathematical word problems that require the consideration of one's real-world knowledge to solve them. Research investigating children's ability to use realistic... More

    pp. 111-125

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  11. Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples

    Marie-Christin Krebs, Anne Schüler & Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany

    We investigated to what extent the effectiveness of Eye Movement Modeling Examples (EMME) is influenced by social cues such as model-observer similarity. In an eye tracking experiment with... More

    pp. 126-137

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  12. Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity

    Friederike Blume, Department of Psychology, Germany; Richard Göllner, LEAD Graduate School & Research Network, Germany; Korbinian Moeller, Department of Psychology, Germany; Thomas Dresler & Ann-Christine Ehlis, LEAD Graduate School & Research Network, Germany; Caterina Gawrilow, Department of Psychology, Germany

    This study investigated whether students in grades 5 and 6 learned better when seated proximally to the teacher during a virtual classroom math lesson, taking individual levels of inattention and... More

    pp. 138-147

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  13. Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction

    Boby Ho-Hong Ching & Xiaohan Wu

    This study examined the effectiveness of various instructional strategies that aimed to enhance children's understanding of the inversion concept. One hundred and forty kindergartners were randomly... More

    pp. 148-159

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