Learning and Instruction最新文献

{"title":"Are direct effects of cognitive activation on student outcomes enough? Exploring the role of adaptation and use of opportunities","authors":"Charalambos Y. Charalambous ,&nbsp;Urs Grob ,&nbsp;Anna-Katharina Praetorius ,&nbsp;Carmen Köhler ,&nbsp;Zhenzhen Miao","doi":"10.1016/j.learninstruc.2025.102176","DOIUrl":"10.1016/j.learninstruc.2025.102176","url":null,"abstract":"<div><h3>Background</h3><div>Although cognitive activation has been receiving growing scholarly attention, research findings on its contribution to student outcomes have been inconclusive. We argue that this might be due to two core conditions not investigated by many studies: learning opportunities related to cognitive activation ought to be adapted to student needs and students must make use of the provided opportunities to learn.</div></div><div><h3>Aims</h3><div>We tested this argument by comparing a model that included only direct effects of cognitive activation on student cognitive and affective outcomes against moderation, mediation, and moderated mediation models that incorporated the effects of adaptation and use of opportunities.</div></div><div><h3>Sample</h3><div>Our sample included 496 teachers and 13,326 secondary school students from six educational systems that had participated in the TALIS Video study.</div></div><div><h3>Methods</h3><div>We first estimated multilevel path models with separate parameter estimations for each educational system. Then we quantified the overall effects and degree of heterogeneity, testing whether: (a) adaptation moderates the effect of cognitive activation on student achievement/interest at T2 while controlling for T1, (b) depth of processing mediates this effect, and (c) adaptation moderates the mediated effect between cognitive activation and student achievement/interest via depth of processing.</div></div><div><h3>Results</h3><div>The direct-effects model yielded inconclusive results. The most encouraging, yet still somewhat mixed, results emerged from the mediation model.</div></div><div><h3>Conclusions</h3><div>While some of the more complex models show promise in capturing the impact of teaching on student outcomes, the varied findings across educational systems, analysis levels, and outcomes suggest diverse mechanisms in how teaching contributes to learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102176"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906676","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":"Efficacy of an intervention to promote spatial thinking skills","authors":"Fabienne Kremer ,&nbsp;Lucas Stark ,&nbsp;Franziska Rebholz ,&nbsp;Lisa Bardach ,&nbsp;Jessika Golle ,&nbsp;Benjamin Nagengast ,&nbsp;Ulrich Trautwein","doi":"10.1016/j.learninstruc.2025.102184","DOIUrl":"10.1016/j.learninstruc.2025.102184","url":null,"abstract":"<div><h3>Background</h3><div>For success in STEM fields<strong>,</strong> spatial thinking skills are crucial. Their early promotion may support the later mastering of <span>STEM</span> subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.</div></div><div><h3>Aims</h3><div>This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.</div></div><div><h3>Sample</h3><div>Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.</div></div><div><h3>Methods</h3><div>A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.</div></div><div><h3>Results</h3><div>The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective<strong>-</strong>taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.</div></div><div><h3>Conclusions</h3><div>The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective<strong>-</strong>taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102184"},"PeriodicalIF":4.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704642","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":"Strategy matters: A five-year longitudinal study of Children's strategy utilization in category learning","authors":"Xing Liu,&nbsp;Xiaojing Lv,&nbsp;Xuezhu Ren","doi":"10.1016/j.learninstruc.2025.102207","DOIUrl":"10.1016/j.learninstruc.2025.102207","url":null,"abstract":"<div><h3>Background</h3><div>Strategies play crucial roles in structuring knowledge, facilitating differentiation and generalization, and enhancing cognitive efficiency. While research indicates that adults can effectively use various classification strategies to improve learning outcomes, there is limited understanding of how children employ these strategies and the extent to which their developing abilities enable them to apply such strategies.</div></div><div><h3>Aims</h3><div>The purpose of this paper is to map age patterns of strategy utilization during category learning among elementary school children and to explore the interplay between strategies and general cognitive abilities (<em>g</em>) in affecting learning performance.</div></div><div><h3>Methods</h3><div>The 5-4 task served as the experimental tool to explore how children utilize rule-based or exemplar-based strategies. We assessed <em>g</em> by administering measures of working memory, processing speed, and fluid intelligence.</div></div><div><h3>Samples</h3><div>Data collection occurred annually over a five-year period from a sample of 157 elementary school children. Data on 155 university adults were also collected.</div></div><div><h3>Results</h3><div>Children tended to use rule-based strategies more than exemplar-based strategies, and their strategy choices were not influenced by <em>g</em>. Furthermore, both rule- and exemplar-based strategies demonstrated significantly positive effects on learning performance, even after controlling for g. While younger children performed better with rule-based strategies, older children showed superior performance with exemplar-based strategies. Exemplar strategies even moderated the effect of <em>g</em> on learning performance.</div></div><div><h3>Implications</h3><div>These findings enhance our understanding of how children's strategy use and its interaction with <em>g</em> influence learning behavior. They also suggest practical ways to enhance learning outcomes by cultivating strategies in instructional practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102207"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749008","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":"Effects of retrieval practice on retention and application of complex educational concepts","authors":"Daniel Corral ,&nbsp;Shana K. Carpenter","doi":"10.1016/j.learninstruc.2025.102219","DOIUrl":"10.1016/j.learninstruc.2025.102219","url":null,"abstract":"<div><h3>Aims</h3><div>Retrieval practice is effective for enhancing memory, but its effects on transfer are less clear. The current study compared the effects of retrieval versus non-retrieval-based strategies on retention and transfer of research methods concepts.</div></div><div><h3>Sample and methods</h3><div>In Experiment 1 (<em>N</em> = 309), participants completed one short-answer factual quiz and received correct-answer feedback (retrieval), one multiple-choice quiz with correct-answer feedback (recognition), restudied the original learning materials (restudy), or studied the short-answer quiz questions and answers (quiz study). Eight minutes later, participants received a final test over repeated questions (multiple-choice versions of the practice questions), and application questions (never-before-seen multiple-choice questions requiring application of the concepts). Experiments 2 (<em>N</em> = 158) and 3 (<em>N</em> = 255) involved the same retrieval, restudy, and quiz study conditions, but involved three rounds of retrieval practice and a one-week delayed final test.</div></div><div><h3>Results</h3><div>Retrieval enhanced performance compared to restudy, but not compared to quiz study or recognition, on repeated but not on application final test questions (Experiment 1). Retrieval produced better performance than restudy and quiz study on repeated final test questions (Experiment 2) and application final test questions (Experiment 3). Conditional analyses on application question performance given accurate repeated question performance revealed an advantage of retrieval, indicating that retrieval enhances the recognition component of transfer.</div></div><div><h3>Conclusion</h3><div>Retrieval practice benefits both retention and transfer of complex concepts. These benefits appear more likely to occur when a sufficient amount of retrieval practice is provided and learning is measured over a delay of several days.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102219"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104226","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":"The dynamics of creative agency: Insights from two intensive diary studies on university students","authors":"Aleksandra Zielińska,&nbsp;Maciej Karwowski","doi":"10.1016/j.learninstruc.2025.102222","DOIUrl":"10.1016/j.learninstruc.2025.102222","url":null,"abstract":"<div><h3>Background</h3><div>Creative processes and actions are driven not only by people's abilities but also by their confidence and readiness to invest effort.</div></div><div><h3>Aims</h3><div>This intensive, daily-diary investigation (two studies, total N_participants = 362, N_measurements = 8322 over three and four weeks) explored how students’ self-perception (creative confidence) and self-regulation—two aspects of creative agency—shape the likelihood of undertaking creative action.</div></div><div><h3>Samples</h3><div>Study 1 included 234 university students (5923 student-day units); Study 2 included 128 university students (2399 student-day units).</div></div><div><h3>Methods</h3><div>In Study 1, participants completed daily diary measurements over four weeks, reporting on their creative self-perception and engagement in creative activities. Using dynamic structural equation modeling (DSEM), we analyzed cross-day lagged associations between creative activity and confidence. In Study 2, students completed daily diaries during a three-week creative project while receiving either self-regulation-enhancing prompts (experimental group) or no additional support (control group). Multilevel regression analyses estimated differences in students’ creative self-perception and creative engagement resulting from strengthened self-regulation.</div></div><div><h3>Results</h3><div>Study 1 showed a robust effect of the previous day's creative activity on the next day's confidence, and no effect of confidence on activity. In Study 2, students whose self-regulation was activated reported higher creative confidence and task-specific creative self-efficacy than the control group and engaged more in creative activities in everyday settings.</div></div><div><h3>Conclusions</h3><div>These findings shed light on the role of perceived agency for creative action and the dynamic interplay of self-beliefs and self-regulation. They also open avenues for developing brief interventions to make creativity more salient in students’ everyday in- and out-of-school settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102222"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104225","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":"The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change","authors":"Annika Herrmann,&nbsp;Cornelia Schulze,&nbsp;Kim Lange-Schubert,&nbsp;Henrik Saalbach","doi":"10.1016/j.learninstruc.2025.102216","DOIUrl":"10.1016/j.learninstruc.2025.102216","url":null,"abstract":"<div><h3>Background</h3><div>Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.</div></div><div><h3>Aims</h3><div>The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.</div></div><div><h3>Sample</h3><div>Participants were 1162 students from 53 fourth grade classes.</div></div><div><h3>Methods</h3><div>Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.</div></div><div><h3>Results</h3><div>Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.</div></div><div><h3>Conclusion</h3><div>Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102216"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925097","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":"COVID-19-related differences in students’ verbal achievements: Comparisons of different cohorts of students with SEN based on large-scale assessment data from Germany","authors":"Rebecca Schneider ,&nbsp;Sebastian Weirich ,&nbsp;Poldi Kuhl ,&nbsp;Stefan Schipolowski ,&nbsp;Petra Stanat","doi":"10.1016/j.learninstruc.2025.102228","DOIUrl":"10.1016/j.learninstruc.2025.102228","url":null,"abstract":"<div><h3>Background</h3><div>Restrictions on schooling related to the COVID-19 pandemic resulted in learning deficits in primary and secondary education, but may have affected different groups of students in different ways.</div></div><div><h3>Aim</h3><div>We focus on the especially vulnerable group of students with special educational needs (SEN) in the domain of learning (SEN-L) and investigated changes in their verbal achievements by comparing different student cohorts. We also analyzed whether characteristics of the learning situation during the pandemic differed between students with and without SEN and whether these characteristics were associated with students’ verbal achievements.</div></div><div><h3>Sample</h3><div>Analyses are based on representative data from large-scale assessments in Germany with achievement scores available for student cohorts prior to the COVID-19 pandemic and for student cohorts affected by the pandemic-related restrictions (Grade 4: 2016/2021, <em>N</em>_{non-SEN/SEN-L} &gt; 23.300/1.500; Grade 9: 2015/2022, <em>N</em>_{non-SEN/SEN-L} &gt; 29.000/1.300).</div></div><div><h3>Results</h3><div>Significant negative trends in student cohorts' average achievement emerged in reading, listening, and orthography for SEN-L students taught at regular schools and their peers without SEN. Negative cohort trends in achievement were also found for SEN-L students at special needs schools, but these were not statistically significant in all domains. Multilevel regressions revealed significant relations between students’ learning conditions during the pandemic and their verbal achievement in 2021/2022, but did not differ between students without SEN and students with SEN-L.</div></div><div><h3>Conclusion</h3><div>The findings indicate negative trends in verbal achievements for students with SEN-L at regular schools and at special needs schools. These are likely in part due to the pandemic-related restrictions in schooling.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102228"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117690","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":"How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I]","authors":"Florian Kühlwein ,&nbsp;Samuel Merk ,&nbsp;Jürgen Schneider ,&nbsp;Kirstin Schmidt","doi":"10.1016/j.learninstruc.2025.102179","DOIUrl":"10.1016/j.learninstruc.2025.102179","url":null,"abstract":"<div><h3>Background</h3><div>Teachers are encouraged to consider relevant evidence from educational research to improve the quality of their instruction. This approach requires them to have a reasonably accurate idea of the effectiveness of educational interventions. Currently prevalent ways of communicating effect sizes, however, often lead to imprecise effect magnitude estimates.</div></div><div><h3>Aims</h3><div>We aim to investigate how teachers estimate and perceive verbally and visually communicated effect sizes.</div></div><div><h3>Sample</h3><div>For the pilot study, <em>N</em> = 20 English-speaking teachers were recruited on Prolific, and for the main study, <em>N</em> = 120 will be recruited.</div></div><div><h3>Planned methods</h3><div>We employ a randomized 4 × 6 × 2 between–within-within-person experiment with the outcomes of interest being teachers' effect magnitude estimates and perceived relevance, informativeness, and difficulty.</div></div><div><h3>Pilot results</h3><div>Across the conditions, teachers' effect magnitude estimates correlated strongly (<em>τ</em> = 0.69) with true effect sizes and personified relevance correlated moderately (<em>τ</em> = 0.41) with objective relevance. However, teachers were less accurate in the verbal than in the visual condition (Cohen's <em>d</em> = −0.52, 95 % <em>CI</em> = [−0.81, −0.23]). Conversely, they perceived verbally communicated Cohen's U₃ expressions as more informative (r_rb = −0.27, 95 % <em>CI</em> = [−0.40, −0.13]), and less difficult (r_rb = 0.31, 95 % <em>CI</em> = [0.17, 0.44]) to understand than visually communicated effect sizes.</div></div><div><h3>Preliminary conclusion</h3><div>Communicating effect sizes can work verbally and visually.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102179"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019105","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":"Testing individual and group markers of collaboration in a team-based learning classroom","authors":"Y. H. Victoria Chua ,&nbsp;Justin Dauwels ,&nbsp;Preman Rajalingam ,&nbsp;Chew Lee Teo ,&nbsp;Suzy J. Styles","doi":"10.1016/j.learninstruc.2025.102215","DOIUrl":"10.1016/j.learninstruc.2025.102215","url":null,"abstract":"<div><h3>Background</h3><div>Intra-group discussions during actual TBL sessions play a huge role in knowledge consolidation and learning but are often understudied.</div></div><div><h3>Aims</h3><div>Using a pre-registered study framework, we examined if participation equity (H1), reciprocal interaction (H2), information density (H3), mutual understanding (H4), and emotional rapport (H5) affected how much students learn from their intra-group team-based learning discussions and how they rated their team's discussions.</div></div><div><h3>Sample</h3><div>Participants were 165 undergraduate students assigned to 28 teams.</div></div><div><h3>Methods</h3><div>Using linguistic, conversational, and socio-affective features extracted from recordings of Year 1 and 2 medical students engaging in team-based learning, each construct was conceptualised at the level of the group and the individual. We used linear mixed-effects models and competing models approach to establish which of our metrics best account for the observed variance in individual learning gains and perceived collaboration quality. The analysis plan was preregistered, including correction for multiple comparisons.</div></div><div><h3>Results</h3><div>None of our individual-level or group-level metrics significantly predicted individual learning gains. One of the group-level metrics significantly predicted perceived collaboration quality: reciprocal interaction. Our exploratory analysis found that individual baseline score of the best performer in the team positively predicted individual learning gains for others in their team, regardless of other interaction metrics.</div></div><div><h3>Conclusion</h3><div>While students perceived the highest collaboration quality when turn-taking in their team was evenly distributed, the strongest predicter of learning gains for a student was the knowledge level of their top-scoring team-mate. This finding has implications for classroom equity, group formation and activity planning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102215"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104167","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":"Adjusting strategies when reading reliable and unreliable texts","authors":"Christian Tarchi ,&nbsp;Lidia Casado-Ledesma ,&nbsp;Elisa Guidi ,&nbsp;Øistein Anmarkrud","doi":"10.1016/j.learninstruc.2025.102218","DOIUrl":"10.1016/j.learninstruc.2025.102218","url":null,"abstract":"<div><h3>Background</h3><div>Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information.</div></div><div><h3>Aims</h3><div>This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information.</div></div><div><h3>Sample</h3><div>The study involved 130 university students.</div></div><div><h3>Methods</h3><div>Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies.</div></div><div><h3>Results</h3><div>The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation.</div></div><div><h3>Conclusions</h3><div>The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102218"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912953","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}