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Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools Learn. Instr. (IF 6.636) Pub Date : 2024-04-13 Julia Holzer, Luisa Grützmacher, Marko Lüftenegger, Manfred Prenzel, Barbara Schober
Despite broad theoretical consensus on the direct and indirect relevance of teacher emotions for instructional behavior and student outcomes, empirical evidence is inconclusive. Moreover, there is limited research in this area involving disadvantaged and younger student populations, and addressing students’ school well-being as an outcome explicitly. This study investigates associations between teacher
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Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments Learn. Instr. (IF 6.636) Pub Date : 2024-04-11 Scott E. Grapin, Laura Ascenzi-Moreno
Expansive assessment seeks to reimagine assessment in content and language integrated learning (CLIL) through the lens of expansive theories of communication (e.g., multimodality, translanguaging). However, for expansive assessment to be consequential for students in CLIL classrooms, teachers must be open to recognizing student learning expressed in ways that go beyond what has been traditionally privileged
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What is the role of teaching support in students’ motivation and engagement trajectories during adolescence? A four-year latent growth modeling study Learn. Instr. (IF 6.636) Pub Date : 2024-04-11 Andrew J. Martin, Rebecca J. Collie, Mary Stephan, Anaïd Flesken, Fiona Halcrow, Brianna McCourt
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The role of social networks in digital learning gamification: Learner communication preferences and performance effects Learn. Instr. (IF 6.636) Pub Date : 2024-04-08 Clyde A. Warden, Judy F. Chen, James O. Stanworth
With increasing use of social networks among university learners, its role in communication channels in connectivists teaching context needs examination. This study investigates the role of communication channels in social networks as learners engage in a negotiation simulation RPG. The current study collects data from 20 groups of learners in a fully online modality where learners are engaged in the
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Primary school students’ awareness of their monitoring and regulation judgment accuracy Learn. Instr. (IF 6.636) Pub Date : 2024-04-04 Sophie Oudman, Janneke van de Pol, Eva Janssen, Tamara van Gog
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Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms Learn. Instr. (IF 6.636) Pub Date : 2024-04-04 Pramod K. Sah, Guofang Li
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The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school Learn. Instr. (IF 6.636) Pub Date : 2024-03-27 Stefan Kulakow, Kathrin Mahlau, Aleksander Kocaj
Cascade models propose that behavioral difficulties and academic achievement are reciprocally intertwined. However, empirical evidence for this assumption is inconclusive. The present study examines the relations between internalizing and externalizing behavioral difficulties and academic achievement in three achievement domains (i.e., reading, writing, mathematics) across four school years in primary
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It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation Learn. Instr. (IF 6.636) Pub Date : 2024-03-27 Friederike Blume, Florian Schmiedek
The significant influence that classroom interactions have on the development of students' self-regulation has been acknowledged for a long time. Nonetheless, past research has emphasised their impact on differences in self-regulation amongst students, without considering intra-individual variations. We examined whether there is a link between average and lesson-level student-perceived teaching quality
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Exploring the roles of academic, personal, and cultural demands and resources in immigrant students' motivation, engagement, and achievement Learn. Instr. (IF 6.636) Pub Date : 2024-03-20 Andrew J. Martin, Rebecca J. Collie, Lars-Erik Malmberg
The present investigation applied the academic and cultural demands-resources (ACD-R) framework to better understand the academic development of immigrant high school students. Analyses sought to test the hypothesized contribution of academic demands (e.g., learning-disrupted teaching) and resources (e.g., autonomy-supportive teaching), personal demands (e.g., fear of failure) and resources (e.g.,
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Training flexibility in dealing with additive situations Learn. Instr. (IF 6.636) Pub Date : 2024-03-20 Laura Gabler, Stefan Ufer
Students' difficulties with word problems have been the subject of research for decades. Many studies identified students' ability to construct a situation model that reflects the word problem's situation structure correctly as a major factor. To overcome such difficulties, prior works suggested to provide learners with strategies, which comprise to restructure the situation model by integrating different
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Production rather than observation: comparison between the roles of embodiment and conceptual metaphor in L2 lexical tone learning Learn. Instr. (IF 6.636) Pub Date : 2024-03-16 Keke Yu, Jie Zhang, Zilong Li, Xuliang Zhang, Hanhan Cai, Li Li, Ruiming Wang
It remains unclear how embodiment and conceptual metaphor play a role in second language (L2) lexical tone learning. The present study aimed to examine the roles of pitch gesture production (PP), pitch feature observation (PO), and word-picture association (WA) approach in L2 lexical tone learning. Participants were 90 undergraduate students with Mandarin as their native language. Participants learned
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Understanding error patterns in students' solutions to linear function problems to design learning interventions Learn. Instr. (IF 6.636) Pub Date : 2024-03-16 Noor Elagha, James W. Pellegrino
Reasoning with and about linear functions (LF) is considered essential knowledge for college readiness, but evidence shows that students experience difficulty in this topic. There were two overarching aims of the reported studies. One was to assess students’ understanding of LF and discern the cognitive underpinnings of common errors they make in these types of problems. The second was to explore designs
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Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors Learn. Instr. (IF 6.636) Pub Date : 2024-03-15 Monika Szczygieł, Denes Szűcs, Enrico Toffalini
Math anxiety (MA) and math achievement (MATH) are related, but the direction of their relationship and their predictors are still unclear. We tested whether MATH predicts MA (Deficit Theory), MA predicts MATH (Debilitating Anxiety Theory), or whether MA and MATH have reciprocal relationships (Reciprocal Theory). Further, we established whether MA at T0, T1, and T2 and MATH at T1 and T2 were predicted
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Digital multimodal composing as translanguaging assessment in CLIL classrooms Learn. Instr. (IF 6.636) Pub Date : 2024-03-13 Lianjiang Jiang, Zhen Li, Jessica S.C. Leung
Despite the increasing popularity of translanguaging as an instructional strategy and the ascending linguistic and cultural diversity in CLIL classrooms, content assessment remains monolingual and monomodally carried out in written language. There is a critical need to explore how translanguaging assessment can be designed and enacted through assessment innovations. This paper explores innovative use
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Comparing the quality of human and ChatGPT feedback of students’ writing Learn. Instr. (IF 6.636) Pub Date : 2024-03-11 Jacob Steiss, Tamara Tate, Steve Graham, Jazmin Cruz, Michael Hebert, Jiali Wang, Youngsun Moon, Waverly Tseng, Mark Warschauer, Carol Booth Olson
Offering students formative feedback on their writing is an effective way to facilitate writing development. Recent advances in AI (i.e., ChatGPT) may function as an automated writing evaluation tool, increasing the amount of feedback students receive and diminishing the burden on teachers to provide frequent feedback to large classes. We examined the ability of generative AI (ChatGPT) to provide formative
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Student well-being, perceived teacher error management, and perceived teacher justice Learn. Instr. (IF 6.636) Pub Date : 2024-03-10 Tina Hascher, Julia Mori
In this longitudinal study, we aimed at understanding the relation between students’ perceptions of teacher error management, teacher justice, and student well-being while considering age- and context-related differences. A total of = 575 primary school students (Grades 4–6) and = 610 secondary school students (Grades 7–9) participated. Random-intercept cross-lagged panel modeling was applied. In primary
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The differential association of COVID-19 remote digital instruction period with second-grade students' graphomotor, handwriting, visual, and sequential memory skills Learn. Instr. (IF 6.636) Pub Date : 2024-03-07 Rafat Ghanamah, Hazar Eghbaria-Ghanamah, Esther Adi-Japha
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Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom Learn. Instr. (IF 6.636) Pub Date : 2024-03-07 Anne C. Frenzel, Muhterem Dindar, Reinhard Pekrun, Corinna Reck, Anton K.G. Marx
The critical importance of positive emotions for classroom functioning is well established and teachers' and learners’ trait-based joy during class has been shown to covary. This has been interpreted as evidence of emotional contagion across teachers and learners. However, no research to date seems to have explored in-situ processes of emotional contagion, thus the social dynamic of positive emotion
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Phatic expressions influence perceived helpfulness in online peer help-giving: A mixed methods study Learn. Instr. (IF 6.636) Pub Date : 2024-03-07 Amos Jeng, Nigel Bosch, Michelle Perry
When struggling students seek academic help in online learning environments, it is important that they perceive the help they receive from others as effective. However, it remains unclear how phatic expressions—comments that are social rather than informative in nature—may help or hinder students who request support for coursework in online settings. This exploratory study investigates how phatic expressions
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Dual-contrast pedagogy for AI literacy in upper elementary schools Learn. Instr. (IF 6.636) Pub Date : 2024-03-03 Yun Dai
Advances in artificial intelligence (AI) have highlighted the need to equip young students with basic AI-related knowledge, skills, values, and attitudes. However, pedagogical design for AI literacy remains a critical challenge, especially for upper elementary students aged 10–12. This design-based study had two goals: to develop a pedagogical approach for AI literacy in upper elementary education
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Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach Learn. Instr. (IF 6.636) Pub Date : 2024-03-01 Wanling Zhu, Fuxing Wang, Richard E. Mayer, Tao Liu
Two generative learning activities aimed at improving students' learning are explaining learning materials to oneself or to others. Although these techniques have been shown to improve learning outcomes, there is less evidence concerning the role of brain activity during learning. This study explored the effects of these techniques on brain activation patterns (as measured by fNIRS) and learning outcomes
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Inclusive education by teachers to the development of the social and emotional competencies of their students in secondary education Learn. Instr. (IF 6.636) Pub Date : 2024-03-01 Vicente J. Llorent, Mariano Núñez-Flores, Markus Kaakinen
Social and emotional competencies are crucial to healthy student development in the educational context. Empirical studies have demonstrated that students’ social and emotional competencies favour achievement performance and positive interpersonal relationships at the school. Students’ social and emotional competencies could be developed at the school through the influence of respectful and supportive
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Student’s subjective feelings during classroom learning Learn. Instr. (IF 6.636) Pub Date : 2024-02-17 Wenhui He, Haifeng Luo, Dan Zhang, Yu Zhang
Students’ subjective feelings during learning construct their diverse and complex educational experience, and are essential to self-definition and learning quality, yet these have not been thoroughly examined in an integrated manner. This study aims to expand the understanding of students’ subjective feelings during class learning, using a unique lexical approach. 112 university students and 24 middle
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The application of arithmetic principles predicts mathematical achievement in college students Learn. Instr. (IF 6.636) Pub Date : 2024-02-15 Soo-hyun Im, Sashank Varma
Number sense and arithmetic fluency are fundamental to early mathematical development. However, these capacities generally fail to predict mathematical achievement in older adolescents and adults. We propose that later mathematical development is driven by coming to understand the higher-order principles that bring structure to mathematics. To evaluate this proposal, we tested whether college students
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Growth trajectories of self-concept and interest in mathematics and language – Individual differences and cross-domain relations Learn. Instr. (IF 6.636) Pub Date : 2024-02-13 Anna Widlund, Markku Niemivirta, Heta Tuominen, Johan Korhonen
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Elementary English learners’ engagement with automated feedback Learn. Instr. (IF 6.636) Pub Date : 2024-02-13 Joshua Wilson, Corey Palermo, Arianto Wibowo
Despite the growing interest and use of Automated Writing Evaluation (AWE) in education, previous research has not examined how elementary-aged English Learners (ELs) in the United States interact with and benefit from feedback on their writing from these systems. The current study examines how elementary-aged students—categorized as proficient ELs, non-proficient ELs, and students ineligible for EL
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A Bayesian approach to students’ perceptions of teachers’ autonomy support Learn. Instr. (IF 6.636) Pub Date : 2024-02-10 Barbara Flunger, Anouk Verdonschot, Steffen Zitzmann, Lisette Hornstra, Tamara van Gog
How to best operationalize teachers’ autonomy support, an instructional style aiming to satisfy students’ psychological need for autonomy, is unclear because teachers can support the whole class and/or individual students. Students might perceive inequalities concerning the autonomy support they receive relative to classmates, which might undermine their motivation and engagement. The current study
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Prediction versus production for teaching computer programming Learn. Instr. (IF 6.636) Pub Date : 2024-02-09 Mary C. Tucker, Xinran (Wendy) Wang, Ji Y. Son, James W. Stigler
Most students struggle when learning to program. In this paper we examine two instructional tasks that can be used to introduce programming: tell-and-practice (the typical pedagogical routine of describing some code or function then having students write code to practice what they have learned) and prediction (where students are given code and asked to make predictions about the output before they
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The aesthetics at a pencil tip: The effects of drawing on learning poems Learn. Instr. (IF 6.636) Pub Date : 2024-02-08 Heping Xie, Dan Lin, Wei He, Qingrong Chen
Research on drawing has focused primarily on science texts as the learning materials, with relatively limited studies conducted in the humanities or other disciplines. This lack of diversity may restrict the generalizability of the observed drawing effect. Poems were a type of highly visualizable and condensed humanities texts, differing largely from the science materials. This study examined an under-explored
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A multi-informant study on teachers' mindset, classroom practices, and student well-being Learn. Instr. (IF 6.636) Pub Date : 2024-02-06 Ming-Te Wang, Christina L. Scanlon, Sarah E. McKellar, Feifei Ye
A student’s ability mindset is associated with their academic success, but less is known about how teachers' ability mindset and classroom practices promote student well-being. Using data from two concurrent studies with samples of 6th-12th-grade students (N = 2665; = 14.73 years, 62% qualified for free/reduced-price lunch; 49% girls; 33% Black, 49% White, 18% Other ethnicity-race) and math teachers
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The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers Learn. Instr. (IF 6.636) Pub Date : 2024-02-02 Isabell Hußner, Rebecca Lazarides, Wendy Symes
Teachers' self-efficacy is an important predictor of effective teaching, but little is known about its role in student teachers' professional behaviour. This longitudinal study with data from = 110 student teachers examines (bidirectional) relations between self-efficacy, teaching behaviour, quality of feedback, and educational knowledge. Student teachers' self-efficacy increased after teaching which
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Distracted by a talking head? An eye tracking study on the effects of instructor presence in learning videos with animated graphic slides Learn. Instr. (IF 6.636) Pub Date : 2024-01-28 Christina Sondermann, Markus Huff, Martin Merkt
There are still unanswered questions concerning the optimal design of educational videos, for instance with regard to the visibility of a talking head next to the learning content. Although visible talking heads in educational videos may stimulate deeper processing, they can also distract from the visual learning content. The current eye tracking study investigated how a talking head presented next
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Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries Learn. Instr. (IF 6.636) Pub Date : 2024-01-26 Geetanjali Basarkod, Theresa Dicke, Kelly-Ann Allen, Philip D. Parker, Mary Ryan, Herbert W. Marsh, Zoe T. Carrick, Jiesi Guo
Recent research indicates a rise in classroom diversity and declines in students' psychosocial outcomes, particularly for those from diverse backgrounds. These trends necessitate a concerted effort by schools to uphold social cohesion and ensure the wellbeing of all students. We examine the associations of intercultural education practices and teachers' intercultural attitudes with students’ psychosocial
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Academic risk taking and teaching quality in higher education Learn. Instr. (IF 6.636) Pub Date : 2024-01-20 Vanessa Hübner, Maximilian Pfost
Academic risk taking (ART) is a type of learning-beneficial student engagement with a risk of making errors. Students for example respond to questions during seminars, even though they are not sure about the correctness of their answer. Next to a trait-component, ART is assumed to have a state component which can change depending on the context. In this study, we explore whether students' ART differs
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Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries Learn. Instr. (IF 6.636) Pub Date : 2024-01-15 Jie Hu, Yiwei Zhang
A growth mindset is one's belief that intelligence is malleable. Extensive research has shown that a growth mindset can enhance students' academic performance. However, its mechanism on students' digital reading performance has been little explored. This study examined the correlation between perceptions of teachers' and parents' process feedback and adolescents' growth mindsets and the relationships
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Momentary measures of emotions during technology-enhanced learning prospectively predict standardized test scores in two large samples Learn. Instr. (IF 6.636) Pub Date : 2024-01-05 Sidney K. D'Mello, Robert G. Moulder, Emily Jensen
Student emotions play a vital role in learning and have been linked to achievement outcomes, but research on the relationship between emotions (other than anxiety) and high-stakes standardized tests is sparse. We investigated whether emotions experienced during learning predict later performance on a high-stakes, mandatory, standardized test. We used two cohorts comprising a total of 102,007 grade
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Tracking children’s handwriting learning process using EEG: A system development and validation Learn. Instr. (IF 6.636) Pub Date : 2024-01-03 Elizabeth Ka Yee Loh, Leisi Pei, Yuet Lam, Sze Wan Li, Guang Ouyang
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Classroom emotions in civic education: A multilevel approach to antecedents and effects Learn. Instr. (IF 6.636) Pub Date : 2023-12-26 Elisabeth Graf, Lisa Stempfer, Krista R. Muis, Thomas Goetz
Classroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated debates take place. We aimed to examine antecedents and effects of emotions in civic education through the lens of the control-value theory. Specifically, we investigated the classroom climate during discussions
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Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement? Learn. Instr. (IF 6.636) Pub Date : 2023-12-26 Silke Hertel, Katharina Reschke, Yves Karlen
Research emphasizes the relevance of mindsets for SRL and academic achievement. This paper reports three studies that aim to detect profiles of mindsets about SRL and intelligence, examine their relationship with students’ SRL, study-related beliefs, and academic achievement, and replicate the findings across samples. Participants were N = 633 university students, with N = 254, N = 187, and N = 192
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The impact of a usefulness intervention on students’ learning achievement in a virtual biology lesson: An eye-tracking-based approach Learn. Instr. (IF 6.636) Pub Date : 2023-12-21 Joseph Ferdinand, Hong Gao, Philipp Stark, Efe Bozkir, Jens-Uwe Hahn, Enkelejda Kasneci, Richard Göllner
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Double disadvantage: Female first-generation-students think of themselves as least talented, contributing to disproportionate disadvantage Learn. Instr. (IF 6.636) Pub Date : 2023-12-16 Christina A. Bauer, Veronika Job
Female and first-generation students have been shown to be socialized to think of themselves as less intellectually talented as compared to male and continuing-generation-students with similar performance-levels. With talent commonly seen as crucial, such biases in self-concepts can impair students’ motivation. Taking an intersectional approach, we investigate implications for female first-generation-students
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Explaining procedures and interleaving practice in fraction arithmetic Learn. Instr. (IF 6.636) Pub Date : 2023-12-11 David W. Braithwaite, Garret J. Hall
Explicit instruction is a pedagogical approach in which students are taught step-by-step procedures for solving problems and practice using the procedures. Despite considerable evidence supporting the use of this general approach, relatively little is known about how varying specific design features impact its effectiveness. This preregistered study investigated the impact of two design features, explaining
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Learning from academic video with subtitles: When foreign language proficiency matters Learn. Instr. (IF 6.636) Pub Date : 2023-12-09 Maria Pannatier, Mireille Bétrancourt
Previous multimedia research suggests that learning from an academic video in a foreign language may represent a boundary condition for the redundancy principle, such that subtitles assist learning, especially for low-proficiency learners. The effects of the subtitle language and the learners’ foreign language proficiency level plus any interaction between the two on learning from a subtitled video
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Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors Learn. Instr. (IF 6.636) Pub Date : 2023-12-09 Rebecca J. Collie, Andrew J. Martin, Lauren Renshaw, Kate Caldecott-Davis
The salience of perceived academic competence has been long understood in educational research. Research is now revealing the salience of perceived social-emotional competence (perceived-SEC; i.e., the sense of being capable in one's social-emotional interactions). However, more research is needed to extend understanding of factors associated with perceived-SEC. Guided by the Social and Emotional Competence
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Addressing the reciprocal nature of effects in teacher motivation research: A study on relations among teacher motivation, student-reported teaching, and student enjoyment and achievement Learn. Instr. (IF 6.636) Pub Date : 2023-12-05 Rebecca Lazarides, Ulrich Schiefele
Teacher motivation is crucial for teaching quality and student learning. Although it has been proposed that teacher motivation is reciprocally related to teaching behaviors and student outcomes, such relations have rarely been tested. Thus, the question whether teacher motivation precedes teaching behaviors and student outcomes, or vice versa, is unresolved. This study aims to examine reciprocal relations
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Enhancing learning with a two-page study manual Learn. Instr. (IF 6.636) Pub Date : 2023-12-01 Andreas Jemstedt
When university students guide their own learning, how much they learn depends on how well they can manage their learning efforts. An important component of self-regulated learning is knowledge about effective learning techniques and how to use them. This study investigates if a two-page study manual describing how to use effective learning techniques can enhance learning outcomes. Eighty-seven undergraduate
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LGBTQ+ students’ weekly academic engagement and disaffection predicted by experiences in gender-sexuality alliance meetings Learn. Instr. (IF 6.636) Pub Date : 2023-11-23 V. Paul Poteat, Robert A. Marx, S. Henry Sherwood, Jerel P. Calzo, Hirokazu Yoshikawa
Schools are responsible for promoting LGBTQ+ students' academic success, yet many LGBTQ+ students contend with unsupportive learning environments. Gender-Sexuality Alliances (GSAs)—clubs that affirm students’ sexual orientation and gender diversity—could promote academic engagement and protect against disaffection. We aimed to identify GSA meeting-to-meeting experiences that predicted students’ ensuing
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Mapping cognitive processes in video-based learning by combining trace and think-aloud data Learn. Instr. (IF 6.636) Pub Date : 2023-11-21 Marijn Gijsen, Leen Catrysse, Sven De Maeyer, David Gijbels
This study maps differences in cognitive levels of processing when learning from interactive videos and how these are related to differences in learning outcomes. Participants were 37 higher education students. Participants were randomly assigned to either the deep or surface condition in a between-subjects design. The conditions contained the same videos but had differing task demands to induce different
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The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis Learn. Instr. (IF 6.636) Pub Date : 2023-11-16 Antonia Zachariou, Arielle Bonneville-Roussy
Background Autonomy-supportive contexts are thought to promote students’ self-regulation. However, research looking at this link empirically, in naturalistic dyadic contexts and in young learners, is scarce. Aims To address this gap, we adopted an observational approach and investigated whether autonomy-supportive teaching is related to pupils’ self-regulation in one-to-one music lessons. We explored
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Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions Learn. Instr. (IF 6.636) Pub Date : 2023-11-11 Thorben Jansen, Jennifer Meyer, Johanna Fleckenstein, Andrea Horbach, Stefan Keller, Jens Möller
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The roles of prosody in Chinese-English reading comprehension Learn. Instr. (IF 6.636) Pub Date : 2023-11-04 Shelley Xiuli Tong, Rachel Ka Ying Tsui, Nicole Sin Hang Law, Leo Shing Chun Fung, Ming Ming Chiu, Kate Cain
Background Despite being an essential component of children's oral reading fluency, prosodic reading, which involves expressive changes in pitch patterns and pause durations, has not been explored in Cantonese-English bilingual children, whose first language (L1) is tonal, non-alphabetic, and whose second language (L2) is non-tonal, alphabetic. Aims This study examined the development of prosodic reading
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The more, the better? Learning with feedback and instruction Learn. Instr. (IF 6.636) Pub Date : 2023-10-27 Salome Wagner, Leonie Sibley, David Weiler, Jan-Philipp Burde, Katharina Scheiter, Andreas Lachner
Background Strategy instruction and formative feedback are powerful instructional strategies to support learning. However, combining them may not necessarily be effective. Previous research on the combination of strategy instruction and feedback produced both additive and reducing effects on learning. It is an open question whether and under which conditions combining strategy instruction and feedback
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Boosting debiasing: Impact of repeated training on reasoning Learn. Instr. (IF 6.636) Pub Date : 2023-10-21 Nina Franiatte, Esther Boissin, Alexandra Delmas, Wim De Neys
Background Recent debiasing studies have shown that a short explanation about the correct solution to a reasoning problem can often improve performance of initially biased reasoners. Yet, with only one single training session, there is still a non-neglectable group of reasoners who remained biased. Aims We explored whether repeated training on a battery of three reasoning tasks (i.e., bat-and-ball
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Digital game-based spelling intervention for children with spelling deficits: A randomized controlled trial Learn. Instr. (IF 6.636) Pub Date : 2023-09-27 Björn Witzel, Ruth Görgen-Rein, Katharina Galuschka, Sini Huemer, Irene Corvacho del Toro, Gerd Schulte-Körne, Kristina Moll
Background Digital game-based intervention programs represent a powerful tool for improving reading, whereas evidence for using digital tools to improve spelling is scarce. To fill this gap, we developed an adaptive digital game-based intervention that combines teaching phonological processing, graphene-phoneme-correspondence, and orthographic and morphological rules. Aims Evaluation of the efficacy
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Does changing learning environments affect student motivation? Learn. Instr. (IF 6.636) Pub Date : 2023-09-11 Sabine Schweder, Diana Raufelder
Background Self-directed learning (SDL) has evolved as an adaptable educational environment, providing flexibility and individualization that meet students' psychological needs and enhance their educational experiences. In turn, these experiences significantly affect student motivation, reinforcing the crucial role of the learning environment in its promotion. To leverage the educational potential
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Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries Learn. Instr. (IF 6.636) Pub Date : 2023-09-09 Ronnel B. King, Yuyang Cai, Andrew J. Elliot
Background Research on predictors of test anxiety has focused primarily on the role of psychological factors and the proximal environment. However, the role of the broader socio-ecological context, specifically, national income inequality, is seldom explored. Aims The present study aimed to test whether national income inequality is associated with greater test anxiety and whether test anxiety is associated
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Contrasting school dropout: The protective role of perceived teacher justice Learn. Instr. (IF 6.636) Pub Date : 2023-09-04 Valentina Grazia, Luisa Molinari, Consuelo Mameli
Background School dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected. Aim In this study we tested whether a feature of the learning environment, i.e., students’ perception of being treated fairly by teachers, could reduce their intention to drop out. Sample
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Retrieving and transferring knowledge: Effects of test item variation on transfer in an authentic learning environment Learn. Instr. (IF 6.636) Pub Date : 2023-09-01 Donald J. Foss, Joseph W. Pirozzolo, Paulina A. Kulesz
Introduction Laboratory research has found superiority of transfer to new questions when prior ones asking about the same underlying problem (or construct) were varied in nature as compared to being constant. The current study examines this matter in a college Introduction to Methods in Psychology course. Methods Students (N = 287) with varying aptitudes as measured by college GPA and admissions test
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Problem-solving prior to instruction in learning motor skills - Initial self-determined practice improves javelin throwing performance Learn. Instr. (IF 6.636) Pub Date : 2023-09-01 Katharina Loibl, Christian Leukel
Background A question that many parents face when their child learns motor skills like riding a bicycle concerns the temporal order of explicit instruction (I) and self-determined practice (problem solving, PS). In physical education, a systematic evaluation of effects of the temporal order on learning outcomes is so far missing. Aims We tested if the beneficial effects of the PS-I sequence over I-PS