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Learning and Instruction

June 2011 Volume 21, Number 3

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Table of Contents

Number of articles: 15

  1. Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

    Manfred Hofer, Claudia Kuhnle, Britta Kilian, Elena Marta & Stefan Fries

    It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to... More

    pp. 301-316

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  2. Physical versus virtual manipulative experimentation in physics learning

    Zacharias C. Zacharia & Georgios Olympiou

    The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical... More

    pp. 317-331

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  3. Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory

    Jerissa de Bilde, Maarten Vansteenkiste & Willy Lens

    The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-... More

    pp. 332-344

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  4. Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate

    M. Tim Mainhard, Mieke Brekelmans & Theo Wubbels

    The present study investigated whether the classroom social climate varies between lessons. Specifically, the within- and across-lesson associations of coercive and supportive teacher behaviour... More

    pp. 345-354

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  5. The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting

    Athanasios Kolovelonis, Marios Goudas & Irini Dermitzaki

    This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105... More

    pp. 355-364

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  6. Anonymity in classroom voting and debating

    Shaaron Ainsworth, Giulia Gelmini-Hornsby, Kate Threapleton, Charles Crook, Claire O’Malley & Marie Buda

    The advent of networked environments into the classroom is changing classroom debates in many ways. This article addresses one key attribute of these environments, namely anonymity, to explore its ... More

    pp. 365-378

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  7. Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes

    Tuike Iiskala, Marja Vauras, Erno Lehtinen & Pekka Salonen

    This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads... More

    pp. 379-393

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  8. The influence of achievement goals and social goals on help-seeking from peers in an academic context

    Peggy Roussel, Andrew J. Elliot & Roger Feltman

    The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two... More

    pp. 394-402

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  9. Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures

    Sascha Schroeder, Tobias Richter, Nele McElvany, Axinja Hachfeld, Jürgen Baumert, Wolfgang Schnotz, Holger Horz & Mark Ullrich

    This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology,... More

    pp. 403-415

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  10. Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms

    Jean-Louis Berger & Stuart A. Karabenick

    Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects—whether motivation... More

    pp. 416-428

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  11. Evaluating the effects of team-skills training on subjective workload

    Jane S. Prichard, L.A. Bizo & R.J. Stratford

    This study evaluated the impact of a team-skills training intervention on students’ subjective experience of workload when working in collaborative groups. Three cohorts of students ( More

    pp. 429-440

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  12. Training for fostering knowledge co-construction from collaborative inference-drawing

    Anne Deiglmayr & Hans Spada

    Groups typically have difficulties drawing inferences that integrate individuals’ unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of ... More

    pp. 441-451

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  13. Activating positive affective experiences in the classroom: “Nice to have” or something more?

    Alex Buff, Kurt Reusser, Katrin Rakoczy & Christine Pauli

    This study investigated students’ activating positive affective experiences in mathematics lessons, their antecedents, their cognitive and motivational consequences, as well as their effect on... More

    pp. 452-466

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  14. Interest in an expository text: How does it flow from reading to writing?

    Pietro Boscolo, Nicola Ariasi, Laura Del Favero & Chiara Ballarin

    This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different ... More

    pp. 467-480

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  15. Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement

    Thea Peetsma & Ineke van der Veen

    Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in... More

    pp. 481-494

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