Learning and Instruction最新文献

{"title":"Competitive and non-competitive school climate and students’ well-being","authors":"Márta Fülöp ,&nbsp;Balázs András Varga ,&nbsp;Nóra Sebestyén","doi":"10.1016/j.learninstruc.2024.102036","DOIUrl":"10.1016/j.learninstruc.2024.102036","url":null,"abstract":"<div><h3>Background</h3><div>For decades, a competitive school climate was considered to be an unhealthy factor resulting in an increased level of stress and anxiety while a supportive and cooperative educational environment was associated with positive outcomes such as higher levels of students’ well-being and better interpersonal relationships.</div></div><div><h3>Objectives</h3><div>The present study investigated the relationship between perceived school climate, high-school students’ competitive attitudes, psychological protective factors, and psychological and somatic well-being.</div></div><div><h3>Sample</h3><div>Participants were 407 high-school students attending high schools with highly competitive and non-competitive educational programs.</div></div><div><h3>Methods</h3><div>Students’ perception of the competitive climate of the school, their competitive orientation, psychological and somatic well-being (anxiety, perceived stress, somatic health, school burnout), and their psychological protective factors (positivity self-efficacy resilience) were measured.</div></div><div><h3>Results</h3><div>Perception of the school's competitive climate corresponded to the respective school type. No significant difference was found in perceived stress and somatic health indicators, but self-developmental competitive orientation, anxiety, and school burnout were significantly higher in the competitive schools. The regression analysis indicated that psychological protective factors such as resilience, self-efficacy, and positivity have a strong positive, while Anxiety-driven Competition Avoidance has moderately strong negative effects on students' psychological and somatic well-being irrespective of the competitive or non-competitive climate of the school environment. however contrary to previous assumptions competition-oriented school climate has only a weak direct negative effect.</div></div><div><h3>Conclusion</h3><div>It is not the explicit and perceived competition/non-competition-oriented educational climate that has a decisive influence on students' well-being, but the nature of the students’ personal orientation towards competition, and their psychological protection.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102036"},"PeriodicalIF":4.7,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students","authors":"Marlene Wunberg ,&nbsp;Alexandra Petrak ,&nbsp;Jens Möller ,&nbsp;Julian F. Lohmann ,&nbsp;Fabian Wolff","doi":"10.1016/j.learninstruc.2024.102049","DOIUrl":"10.1016/j.learninstruc.2024.102049","url":null,"abstract":"<div><h3>Background</h3><div>According to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers.</div></div><div><h3>Aims</h3><div>This study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time.</div></div><div><h3>Sample</h3><div>Participants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers.</div></div><div><h3>Methods</h3><div>We investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling.</div></div><div><h3>Results</h3><div>Our results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers.</div></div><div><h3>Conclusions</h3><div>Given the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102049"},"PeriodicalIF":4.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort","authors":"Laura Kehle,&nbsp;Detlef Urhahne","doi":"10.1016/j.learninstruc.2024.102050","DOIUrl":"10.1016/j.learninstruc.2024.102050","url":null,"abstract":"<div><h3>Background</h3><div>This report comprises two studies that more closely examined the Conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and Lüdtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort.</div></div><div><h3>Aims</h3><div>This research piece examines the assumed relationships between the three core variables of the CONIC model.</div></div><div><h3>Samples</h3><div>The first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control condition.</div></div><div><h3>Methods</h3><div>In an initial modeling study, we investigated the model assumptions in two different learning contexts and tested them using structural equation modeling (SEM). In a subsequent experimental study, we manipulated the predictor variables of academic effort to either promote conscientious or interest-based learning. The group differences were examined using multigroup SEM.</div></div><div><h3>Results</h3><div>In the modeling study, interest was always and conscientiousness at least partially a positive and significant predictor of academic effort. A compensatory effect of interest and conscientiousness could not be found. In the experimental study, promoting conscientious learning resulted in interest showing up as a stronger predictor of academic effort. However, promoting interest-based learning crystallized conscientiousness as the stronger predictor of academic effort. Moreover, the compensatory effect of the two personality traits was significantly stronger in the groups where conscientiousness or interest-based learning was promoted than in the control group.</div></div><div><h3>Conclusions</h3><div>Results provide support for the CONIC model and particularly highlight the compensatory effects of conscientiousness and interest at the model's heart.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102050"},"PeriodicalIF":4.7,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD","authors":"Adi Brann,&nbsp;Yael Sidi","doi":"10.1016/j.learninstruc.2024.102051","DOIUrl":"10.1016/j.learninstruc.2024.102051","url":null,"abstract":"<div><h3>Background</h3><div>Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.</div></div><div><h3>Sample</h3><div>The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.</div></div><div><h3>Method</h3><div>Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.</div></div><div><h3>Results</h3><div>In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.</div></div><div><h3>Conclusions</h3><div>Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102051"},"PeriodicalIF":4.7,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages","authors":"Steven C. Pan ,&nbsp;Sergio Rodríguez Flores ,&nbsp;Michelle E. Kaku ,&nbsp;Wing Hei Esmee Lai","doi":"10.1016/j.learninstruc.2024.102045","DOIUrl":"10.1016/j.learninstruc.2024.102045","url":null,"abstract":"<div><h3>Background</h3><div><em>Interleaved practice</em> (or <em>interleaving</em>), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.</div></div><div><h3>Aims</h3><div>This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.</div></div><div><h3>Sample</h3><div>Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).</div></div><div><h3>Methods</h3><div>In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).</div></div><div><h3>Results</h3><div>Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.</div></div><div><h3>Conclusions</h3><div>Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102045"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retrieval supports word learning in children with Down syndrome","authors":"Laura Boundy,&nbsp;Emily Croft,&nbsp;Kelly Burgoyne","doi":"10.1016/j.learninstruc.2024.102048","DOIUrl":"10.1016/j.learninstruc.2024.102048","url":null,"abstract":"<div><h3>Background</h3><div>Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.</div></div><div><h3>Aims</h3><div>This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.</div></div><div><h3>Sample</h3><div>The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.</div></div><div><h3>Methods</h3><div>Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.</div></div><div><h3>Results</h3><div>Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.</div></div><div><h3>Conclusions</h3><div>Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102048"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Boosting debiasing: Impact of repeated training on reasoning","authors":"Nina Franiatte ,&nbsp;Esther Boissin ,&nbsp;Alexandra Delmas ,&nbsp;Wim De Neys","doi":"10.1016/j.learninstruc.2023.101845","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2023.101845","url":null,"abstract":"<div><h3>Background</h3><p>Recent debiasing studies have shown that a short explanation about the correct solution to a reasoning problem can often improve performance of initially biased reasoners. Yet, with only one single training session, there is still a non-neglectable group of reasoners who remained biased.</p></div><div><h3>Aims</h3><p>We explored whether repeated training on a battery of three reasoning tasks (i.e., bat-and-ball, base-rate neglect, and conjunction fallacy) can further boost reasoning performance.</p></div><div><h3>Sample</h3><p>We recruited 120 adults, native English speakers, through Prolific Academic.</p></div><div><h3>Methods</h3><p>We ran two studies with a battery of three classic reasoning tasks (see above). We used a two-response paradigm in which participants first gave an initial intuitive response, under time pressure and cognitive load, and then gave a final response after deliberation. In Study 1, we ran two repeated training sessions within one week. In Study 2, we ran a third training session two months after the initial study.</p></div><div><h3>Results</h3><p>Study 1 showed that after the first training session, most of the participants solved the problems correctly, as early as the initial intuitive stage. This training effect was further boosted by additional training, which helped almost the full sample to benefit. Study 2 indicated that these effects were robust and persisted after two months.</p></div><div><h3>Conclusions</h3><p>The repetition of the training can further boost performance compared to the effect of one single training. These results are consistent with the wider literature on repeated testing and can serve as a proof-of-principle for a repeated debias training approach.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"89 ","pages":"Article 101845"},"PeriodicalIF":6.2,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50203016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues","authors":"Karolína Schubertová ,&nbsp;Jiří Lukavský ,&nbsp;Anna Drobná ,&nbsp;Kristina Volná ,&nbsp;Cyril Brom","doi":"10.1016/j.learninstruc.2023.101803","DOIUrl":"10.1016/j.learninstruc.2023.101803","url":null,"abstract":"<div><h3>Background</h3><p>Emotional design approaches tend to be instructionally effective in the case of higher education learners. However, empirical evidence on the effectiveness of emotional design for children is limited. Contextual animation is one way that emotional design can be realized. Contextual animation refers to the non-expository animation of context-providing representational pictures.</p></div><div><h3>Aim</h3><p>This study examines the effects of contextual animation on learning outcomes and situational interest in the case of pre-adolescents.</p></div><div><h3>Sample</h3><p>Participants included 50 children 9–11 year of age recruited from all parts of the Czech Republic.</p></div><div><h3>Method</h3><p>Participants studied exponential growth and public opinion polls from two, 3-min-long, narrated videos; one included contextual animation and the other did not (counterbalanced within-subject design with randomization). Each child participated separately in one online session with a research administrator.</p></div><div><h3>Results</h3><p>Although animated videos triggered interest (<em>d</em> = 0.18, 0.36), null results were found both as regards learning outcomes and maintained situational interest.</p></div><div><h3>Conclusions</h3><p>This study adds to a small body of literature pointing at limited effects of emotional design approaches on pre-adolescents. Additional studies with young audiences and using other forms of emotional design would be a welcome addition to the literature.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"87 ","pages":"Article 101803"},"PeriodicalIF":6.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42690953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A digital game-based training improves spelling in German primary school children – A randomized controlled field trial","authors":"Heiko Holz ,&nbsp;Manuel Ninaus ,&nbsp;Jakob Schwerter ,&nbsp;Cora Parrisius ,&nbsp;Benedikt Beuttler ,&nbsp;Katharina Brandelik ,&nbsp;Detmar Meurers","doi":"10.1016/j.learninstruc.2023.101771","DOIUrl":"10.1016/j.learninstruc.2023.101771","url":null,"abstract":"<div><p>Despite its potential to support reading and spelling development in children with or without dyslexia, research on the effectiveness of digital trainings carried out at home is scarce. This study investigated the effectiveness of a novel digital game-based spelling training for unassisted use at home (Prosodiya). The pedagogical approach differs from similar approaches as it systematically teaches orthographic knowledge in combination with syllable stress awareness. A sample of 116 German second- to fourth-grade children with mainly poor spelling skills participated in a randomized two-period, wait-list controlled field trial, in which children practiced at home over 9–10 weeks with Prosodiya. Results showed high participant engagement, as indicated by behavioral measures of student responsiveness, and they validate our novel pedagogical approach. Most importantly, results revealed significant training effects on syllable stress awareness and spelling abilities in trained and untrained domains. This training may thus expand the traditional pool of training methods.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"87 ","pages":"Article 101771"},"PeriodicalIF":6.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Closing the feedback Loop: Reflections on practical educational implications and future research","authors":"E. Caroline Wylie","doi":"10.1016/j.learninstruc.2023.101801","DOIUrl":"10.1016/j.learninstruc.2023.101801","url":null,"abstract":"<div><p>No abstract required for a commentary paper.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"87 ","pages":"Article 101801"},"PeriodicalIF":6.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}