Learning and Instruction
April 2019 Volume 60, Number 1
Table of Contents
Number of articles: 29
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Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy
Stefanie Golke, University of Freiburg, Germany; Romina Hagen, Free University of Berlin, Germany; Jörg Wittwer, University of Freiburg, Germany
Informative narratives are enriched expository texts that provide to-be-learned conceptual information within a storyline with the aim to foster comprehension. However, research casts doubt on such... More
pp. 1-19
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The dimensional structure of students’ self-concept and interest in science depends on course composition
Malte Jansen, Institute for Educational Quality Improvement, Germany; Ulrich Schroeders, Department of Psychology, Germany; Oliver Lüdtke, Centre for International Student Assessment, Germany; Herbert W. Marsh, Australian Catholic University, Australia
Both academic self-concept and interest are considered domain-specific constructs. Previous research has not yet explored how the composition of the courses affects the domain-specificity of these ... More
pp. 20-28
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Identifying children with persistent low math achievement: The role of number-magnitude mapping and symbolic numerical processing
Terry Tin-Yau Wong & Winnie Wai Lan Chan
Although an increasing number of research studies have investigated the cognitive deficits related to difficulties in learning mathematics, little is known about whether these cognitive deficits... More
pp. 29-40
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Sensitivity of test items to teaching quality
Alexander Naumann, DIPF, Germany; Svenja Rieser, University of Wuppertal (BUWI), Germany; Stephanie Musow & Jan Hochweber, University of Teacher Education St. Gallen (PHSG), Switzerland; Johannes Hartig, DIPF, Germany
Instructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual... More
pp. 41-53
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Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors
Caroline Villiger, University of Teacher Training Bern, Switzerland; Silke Hauri, University of Teacher Training Freiburg, Switzerland; Annette Tettenborn, University of Teacher Training Lucerne, Switzerland; Erich Hartmann, University of Freiburg, Switzerland; Catherine Näpflin & Isabelle Hugener, University of Teacher Training Lucerne, Switzerland; Alois Niggli, University of Teacher Training Freiburg, Switzerland
This study reviews the effectiveness of an extracurricular paired reading program to enhance the reading of struggling readers. For the first time, two program conditions are compared within one... More
pp. 54-65
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Dyadic executive function effects in children's collaborative hypermedia learning
Cindy Paans, Eliane Segers, Inge Molenaar & Ludo Verhoeven, Behavioural Science Institute
The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were:... More
pp. 66-74
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Struggling writers in elementary school: Capturing drivers of performance
Julie E. Dockrell, Department of Psychology and Human Development, United Kingdom; Vincent Connelly, Department of Psychology, United Kingdom; Barbara Arfè, Department of Developmental Psychology and Socialisation, Italy
Conceptualising the difficulties experienced by struggling writers in middle elementary school is of both theoretical and practical importance. To further our understanding of the problems... More
pp. 75-84
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Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
Karen D. Könings, Marjo van Zundert & Jeroen J.G. van Merriënboer
Giving students complex learning tasks combined with peer-assessment tasks can impose a high cognitive load. Scaffolding has proven to reduce cognitive load during learning and improve accuracy on ... More
pp. 85-94
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At their children's expense: How parents' gender stereotypes affect their children's reading outcomes
Francesca Muntoni & Jan Retelsdorf
Following expectancy-value theory, we investigated the role parents' reading-related gender stereotypes favoring girls play in explaining students' reading-related competence beliefs, intrinsic... More
pp. 95-103
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Science for all: Boosting the science motivation of elementary school students with utility value intervention
Dajung Diane Shin, Minhye Lee, Jung Eun Ha, Jin Hyun Park & Hyun Seon Ahn, Department of Education and; Elena Son, College of Education; Yoonkyung Chung, Graduate School of Education; Mimi Bong, Department of Education and
The need for students to learn science, technology, engineering, and mathematics (STEM) has increased steadily, while student motivation in this area continues to fall behind. We investigated the... More
pp. 104-116
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Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
David W. Putwain, School of Education, United Kingdom; Laura J. Nicholson, Faculty of Education, United Kingdom; Reinhard Pekrun & Sandra Becker, Department of Psychology, Germany; Wendy Symes, Department of Education and Social Justice, United Kingdom
The aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted... More
pp. 117-125
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Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
Rebecca Lazarides, University of Potsdam, Germany; Hanna Gaspard, University of Tübingen, Germany; Anna-Lena Dicke, School of Education, United States
Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit... More
pp. 126-137
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Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
Steffen P. Schmidgall, Alexander Eitel & Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany
In two experiments, we investigated which of the factors generation, visualization, and externalization mainly contribute to the benefits of learner-generated drawing. We also examined whether... More
pp. 138-153
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Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy
Katrin Rakoczy & Petra Pinger, German Institute for International Educational Research, Germany; Jan Hochweber, The University of Teacher Education, Switzerland; Eckhard Klieme, German Institute for International Educational Research, Germany; Birgit Schütze, The University of Münster, Germany; Michael Besser, Leuphana University of Lüneburg, Germany
Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study... More
pp. 154-165
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Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view
Jessica Massonnié, Maryse Bianco, Laurent Lima & Pascal Bressoux
According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at... More
pp. 166-179
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Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy
Djoerd Hiemstra, Nico W. Van Yperen & Marieke E. Timmerman
To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important... More
pp. 180-190
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Effects of study intention and generating multiple choice questions on expository text retention
Vincent Hoogerheide, Department of Education; Justine Staal & Lydia Schaap, Department of Psychology; Tamara van Gog, Department of Education
Teachers often recommend their students to generate test questions and answers as a means of preparing for an exam. There is a paucity of research on the effects of this instructional strategy. Two... More
pp. 191-198
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“Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts
Lin Zhang
A recent discussion on science teaching has been focusing on questions of whether it is necessary to withhold answers from learners until inquiry activities are completed and whether learners... More
pp. 199-205
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Investigating the testing effect: Retrieval as a characteristic of effective study strategies
Christine L. Bae, Virginia Commonwealth University, United States; David J. Therriault, University of Florida, United States; Jenni L. Redifer, Western Kentucky University, United States
Presently, the most common approach to examining the testing effect is using a free recall form of retrieval practice. In this experiment, we compared free recall to other retrieval-based study... More
pp. 206-214
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Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
Nora A. McIntyre, Department of Psychology, United Kingdom; Halszka Jarodzka, Open University; Robert M. Klassen, Department of Education, United Kingdom
Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their... More
pp. 215-224
