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Learning and Instruction

June 2018 Volume 55, Number 1

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Table of Contents

Number of articles: 15

  1. Teacher judgment accuracy regarding students' self-concepts: Affected by social and dimensional comparisons?

    Friederike Helm, Hanno Müller-Kalthoff, Rebecca Mukowski & Jens Möller

    Research on teacher judgment accuracy is connected with the Internal/External frame of reference model. Social and dimensional comparisons between achievements are central to the formation of... More

    pp. 1-12

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  2. To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support

    Katerina Schenke, University of California, Los Angeles, United States; Erik Ruzek, University of Virginia, United States; Arena C. Lam, WestEd, United States; Stuart A. Karabenick, University of Michigan, United States; Jacquelynne S. Eccles, University of California, Irvine, United States

    Student perceptions of the classroom environment are used as a policy-relevant marker of teacher quality. Yet the influences on students' perceptions are less well understood. We examined (a)... More

    pp. 13-21

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  3. When generating a prediction boosts learning: The element of surprise

    Garvin Brod & Marcus Hasselhorn, German Institute for International Educational Research, (DIPF) & IDeA Center for Individual Development and Adaptive Education, Germany; Silvia A. Bunge, Department of Psychology & Helen Wills Neuroscience Institute, United States

    Using both behavioral and eye-tracking methodology, we tested whether and how asking students to generate predictions is an efficient technique to improve learning. In particular, we designed two... More

    pp. 22-31

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  4. Optimizing learning from animation: Examining the impact of biofeedback

    Lijia Lin & Ming Li

    The purpose of this study was to investigate whether EEG biofeedback would help engage learners in obtaining procedural knowledge from animated or static visualizations. Two specific forms of this ... More

    pp. 32-40

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  5. Interpersonal adaptation in teacher-student interaction

    Helena J.M. Pennings & Mieke Brekelmans, Utrecht University; Pamela Sadler, Wilfrid Laurier University, Canada; Luce C.A. Claessens, Utrecht University; Anna C. van der Want, Eindhoven University of Technology; Jan van Tartwijk, Utrecht University

    Teacher-student relationships play a crucial role in the quality of teaching and learning. Daily interpersonal interactions in classrooms are the building blocks of teacher-student relationships.... More

    pp. 41-57

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  6. Testing the internal/external frame of reference model of academic achievement and academic self-concept with open self-concept reports

    Fabian Wolff, Nicole Nagy, Friederike Helm & Jens Möller

    The internal/external frame of reference model (I/E model) describes the relations between math and verbal achievement and self-concept. Whereas math and verbal achievement are positively... More

    pp. 58-66

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  7. Quality of educational dialogue and association with students’ academic performance

    Heli Muhonen, Eija Pakarinen, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen & Helena Rasku-Puttonen

    The study used a mixed-methods approach to examine the associations between the quality of educational dialogue and students' academic performance and to analyse what kinds of dialogic teaching... More

    pp. 67-79

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  8. Learning by enacting: The role of embodiment in chemistry education

    Andrew T. Stull, Department of Psychological and Brain Sciences, United States; Morgan J. Gainer, Department of Chemistry and Biochemistry, United States; Mary Hegarty, Department of Psychological and Brain Sciences, United States

    Can students learn from viewing an instructor's model-supported demonstrations alone or do they benefit from physically enacting the demonstrated concepts? This study investigated the value of... More

    pp. 80-92

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  9. Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations

    Sally P.W. Wu & Martina A. Rau

    This paper investigates whether prompting students to draw their own visual representations enhances students’ learning from technology-based instructional activities with visual representations.... More

    pp. 93-104

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  10. Good-vs. poor-trial feedback in motor learning: The role of self-efficacy and intrinsic motivation across levels of task difficulty

    Z.A. Abbas, Department of Psychology, United Kingdom; J.S. North, Expert Performance and Skill Acquisition Research Group, United Kingdom

    In this study we examined the effects of feedback (knowledge of results; KR) after good and poor performances on self-efficacy and intrinsic motivation when learning easy and more difficult motor... More

    pp. 105-112

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  11. When analogies harm: The effects of analogies on metacomprehension

    Jennifer Wiley, Allison J. Jaeger, Andrew R. Taylor & Thomas D. Griffin

    The main goal of the present research was to test whether the presence of analogies would affect the relative accuracy of metacognitive judgments about learning from expository science texts, and... More

    pp. 113-123

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  12. Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving?

    Nathaniel L. Foster, St. Mary's College of Maryland, United States; Katherine A. Rawson & John Dunlosky, Kent State University, United States

    Acquisition of principle-based concepts involves learning how and when to apply a specific principle to different instances of the same problem type. Within this domain, learning is best achieved... More

    pp. 124-138

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  13. Task-irrelevant data impair processing of graph reading tasks: An eye tracking study

    Benjamin Strobel, Marlit Annalena Lindner, Steffani Saß & Olaf Köller

    For Instruction, teachers often rely on prefabricated material that may include irrelevant information. However, graphs can place a heavy burden on the cognitive system if their complexity is not... More

    pp. 139-147

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  14. Multimedia in the wild: Testing the validity of multimedia learning principles in an art exhibition

    Stephan Schwan, Silke Dutz & Felix Dreger

    pp. 148-157

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  15. Fostering elementary school children's public speaking skills: A randomized controlled trial

    Evelin Herbein, Jessika Golle, Maike Tibus, Julia Schiefer & Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, Germany; Ingo Zettler, Department of Psychology, Denmark

    Mastering public speaking is a competence which is already required in elementary school. Surprisingly, however, systematic research on the promotion of public speaking competence among elementary ... More

    pp. 158-168

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