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Learning and Instruction

February 2013 Volume 23, Number 1

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Table of Contents

Number of articles: 14

  1. Transactional associations between classroom engagement and relations with teachers from first through fourth grade

    I. Archambault, L.S. Pagani & C. Fitzpatrick

    Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors... More

    pp. 1-9

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  2. Computer simulations and clear observations do not guarantee conceptual understanding

    Maggie D. Renken & Narina Nunez

    Evidence for cognitive benefits of simulated versus physical experiments is unclear. Seventh grade participants ( More

    pp. 10-23

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  3. Frequent deadlines: Evaluating the effect of learner control on healthcare executives' performance in online learning

    Lawrence V. Fulton, Lana V. Ivanitskaya, Nathaniel D. Bastian, Dmitry A. Erofeev & Francis A. Mendez

    In a three-group, gender-matched, preexisting knowledge-controlled, randomized experiment, we evaluated the effect of learner control over study pace on healthcare executives' performance in an... More

    pp. 24-32

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  4. How student characteristics affect girls' and boys' verbal engagement in physics instruction

    Verena Jurik, Alexander Gröschner & Tina Seidel

    This study investigated how student characteristics predict the nature of girls' and boys' verbal interactions with their teachers in physics classes. The sample included ( More

    pp. 33-42

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  5. Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence

    Julia Karbach, Juliana Gottschling, Marion Spengler, Katrin Hegewald & Frank M. Spinath

    Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major ... More

    pp. 43-51

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  6. A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment

    Yongchao Shi, Carl H. Frederiksen & Krista R. Muis

    Self-regulated learning (SRL) actions of 30 Canadian and 30 Chinese university students were studied in a face-to-face problem-based learning environment. Participants were randomly assigned to... More

    pp. 52-59

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  7. Performance-approach goal effects on achievement under low versus high challenge conditions

    Corwin Senko, Amanda M. Durik, Lily Patel, Chelsea M. Lovejoy & David Valentiner

    Two studies examined the effects of university students' achievement goals on performance under low versus high challenge conditions. The first was a laboratory experiment in which participants... More

    pp. 60-68

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  8. Classroom goal structures, social achievement goals, and adjustment in middle school

    Sungok Serena Shim, YoonJung Cho & Cen Wang

    The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school... More

    pp. 69-77

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  9. Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference

    Philip D. Parker, Herbert W. Marsh, Oliver Lüdtke & Ulrich Trautwein

    The internal/external frame of reference and the big-fish-little-pond effect are two major models of academic self-concept formation which have considerable theoretical and empirical support.... More

    pp. 78-89

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  10. Learning radiological appearances of diseases: Does comparison help?

    Ellen M. Kok, Anique B.H. de Bruin, Simon G.F. Robben & Jeroen J.G. van Merriënboer

    Comparison learning is a promising approach for learning complex real-life visual tasks. When medical students study radiological appearances of diseases, comparison of images showing diseases with... More

    pp. 90-97

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  11. Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?

    Martina A. Rau, Vincent Aleven & Nikol Rummel

    Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task ... More

    pp. 98-114

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  12. Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice?

    Paul Ayres

    Reducing problem complexity by isolating elements has been shown to be an effective instructional strategy. Novices, in particular, benefit from learning from worked examples that contain partially... More

    pp. 115-124

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  13. How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills

    Andreas Obersteiner, Kristina Reiss & Stefan Ufer

    Theories of psychology and mathematics education recommend two instructional approaches to develop students’ mental representations of number: The “exact” approach focuses on the development of... More

    pp. 125-135

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  14. Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

    Rolf Schwonke, Anna Ertelt, Christine Otieno, Alexander Renkl, Vincent Aleven & Ron J.C.M. Salden

    We tested whether the provision of metacognitive knowledge on how to cope with the complexity of a learning environment improved learning. In an experimental setting, high-school students ( More

    pp. 136-150

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