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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. Adding immersive virtual reality to a science lab simulation causes more presence but less learning

    Guido Makransky & Thomas S. Terkildsen, Department of Psychology, Denmark; Richard E. Mayer, Psychological and Brain Sciences, United States

    Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to... More

    pp. 225-236

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  2. Cognitive regulation, not behavior regulation, predicts learning

    Anahid S. Modrek, Department of Education, & Department of Psychology, United States; Deanna Kuhn, Columbia University, Teachers College, United States; Anne Conway, Columbia University School of Social Work, United States; Toi Sin Arvidsson, Columbia University, Teachers College, United States

    Although inquiry learning has increasingly been a topic of empirical research, there has been little investigation of individual differences in this regard. What makes some students more effective ... More

    pp. 237-244

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  3. Constructing interpretive inferences about literary text: The role of domain-specific knowledge

    Kathryn S. McCarthy & Susan R. Goldman

    Student readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific... More

    pp. 245-251

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  4. Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

    Luke K. Fryer, The University of Hong Kong, Hong Kong; Mary Ainley, The University of Melbourne, Australia

    The current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across... More

    pp. 252-262

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  5. Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood

    Christine Howe, University of Cambridge, United Kingdom; Antonia Zachariou, University of Roehampton, United Kingdom

    Research into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that... More

    pp. 263-274

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  6. University students' need satisfaction trajectories: A growth mixture analysis

    Nicolas Gillet, Université François-Rabelais de Tours, France; Alexandre J.S. Morin, Concordia University, Canada; Tiphaine Huyghebaert, Lucie Burger, Axel Maillot, Aurélie Poulin & Elodie Tricard, Université François-Rabelais de Tours, France

    This study examines trajectory profiles of University students over the course of a University semester defined based on global levels of psychological need satisfaction, as proposed by self... More

    pp. 275-285

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  7. Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles

    Hye-Ryen Jang

    We introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four... More

    pp. 286-300

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  8. Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development

    Lorraine Brennan, School of Agriculture and Food Science, Ireland; Tara Cusack & Eamonn Delahunt, School of Public Health, Ireland; Sharron Kuznesof, School of Agriculture Food and Rural Development, United Kingdom; Suzanne Donnelly, School of Medicine, Ireland

    The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken... More

    pp. 301-309

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  9. What makes a good study day? An intraindividual study on university students’ time investment by means of time-series analyses

    Patrick Liborius, Justus-Liebig-Universität, Germany; Henrik Bellhäuser, Johannes Gutenberg-Universität, Germany; Bernhard Schmitz, Technische Universität, Germany

    University students often claim to have problems managing the time required to carry out their study demands successfully, which leads to discontent. The question is how much time do students... More

    pp. 310-321

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