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Learning and Instruction

April 2019 Volume 60, Number 1

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Table of Contents

Number of articles: 29

  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. 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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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. 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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  16. 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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  17. 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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  18. “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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  19. 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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  20. 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

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