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Learning and Instruction

Volume 18, Number 6

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Table of Contents

Number of articles: 7

  1. Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation

    Eunsook Hong & Yun Peng

    The effect of Chinese students' perceived test value on test performance was examined with motivational and metacognitive regulation during test preparation as mediating constructs. Participants... More

    pp. 499-512

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  2. Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding

    Helge I. Strømsø, Ivar Bråten & Marit S. Samuelstuen

    In this study, we aimed to investigate whether different dimensions of topic-specific epistemological beliefs predict students' understanding of seven texts representing partly conflicting views on... More

    pp. 513-527

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  3. A team-sports-based life-skills program in a physical education context

    Marios Goudas & Georgios Giannoudis

    The present study aimed at examining the effectiveness of a team-sports-based life-skills program taught as part of physical education lessons. One hundred sixty-five sixth and eighth graders were ... More

    pp. 528-536

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  4. The impact of spatio-temporal constraints on cursive letter handwriting in children

    Estelle Chartrel & Annie Vinter

    The study assessed the impact of spatial and temporal constraints on handwriting movements in young children. One hundred children of 5–7 years of age of both genders were given the task of copying... More

    pp. 537-547

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  5. Letter knowledge predicts Grade 4 reading fluency and reading comprehension

    Ulla Leppänen, Kaisa Aunola, Pekka Niemi & Jari-Erik Nurmi

    The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5–6 years of... More

    pp. 548-564

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  6. Flexibility in problem solving: The case of equation solving

    Jon R. Star & Bethany Rittle-Johnson

    A key learning outcome in problem-solving domains is the development of flexible knowledge, where learners know multiple strategies and adaptively choose efficient strategies. Two interventions... More

    pp. 565-579

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  7. The influence of domain knowledge on strategy use during simulation-based inquiry learning

    Ard W. Lazonder, Pascal Wilhelm & Mieke G. Hagemans

    This study investigated how students' knowledge of a particular domain influences the type of investigative strategy they utilize in an inquiry learning task within that domain. Students with high ... More

    pp. 580-592

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