School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth-grade science…

Background: A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim: We conducted traditional psychometric and modern Rasch-model analyses of the…

Researching self-regulated learning (SRL) as a process that evolves across multiple episodes of studying poses large methodological challenges. While self-report data provide useful information about learners' perceptions of learning, these data are not reliable indicators of studying tactics learners actually use while studying, especially when…

Background: A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. Aim: A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies…

Although much has been discovered about relations between self-efficacy and academic achievement, questions remain about links between achievement, the structure of learning tasks, and changes in students' self-efficacy as students engage with a single, complex authentic task. Students' self-efficacy for learning (SEL) and for performance (SEP)…

While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues…

Models of self-regulated learning hypothesize that learners selectively match study tactics to varying tasks and diverse goals. In this study, students rated the frequency with which they applied 26 study tactics, used 20 textbook features and other resources, and adopted 30 goals for studying. Findings indicate students' reports of…

How students develop forms for self-regulating learning is explored. It is suggested that they experiment, bootstrapping newer forms of self-regulated learning from prior forms. Obstacles are obtaining sufficient practice, remembering how learning was enacted, and reasoning about factors that affect learning. (SLD)

Research on teacher effects should be reconceptualized by a psychological model which incorporates human learning and information processing perspectives. Exemplary areas of research include teacher decision making strategies, student cognitive processes, and teacher-student interactions in the classroom. (CP)

Implicitly repeating categories by presenting words not present in the original categorized list but logically members of previously studied categories significantly increased acquisition and retention relative to repeating category labels, repeating members of categories, and repeating neither labels nor members. The efficiency of repetition…

Yarworth and Gauthier (EJ 189 606) examined whether self-concept variables enhanced predictions about students' participation in school activities, using unstructured stepwise regression techniques. A reanalysis of their data using hierarchial regression models tested their hypothesis more appropriately, and uncovered multicollinearity and…

A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…

Data in Yarworth and Gauthier's article on student self- concept and participation in school activities (EJ 189 606) were reanalyzed by Walsh and Winne (TM 505 375). Yarworth and Gauthier's criticism of the reanalysis (TM 505 376) is answered. (GDC)

A study involving 199 eighth graders in British Columbia assessed the use of conceptual, analogical, and outline methods of organization of textual material concerning computer crime and prevention. Findings indicate that simple presentation of a genuine advance organizer does not guarantee that students will use it effectively. (TJH)

Three experiments with 276 college, secondary, and middle-school students extend the research of G. T. Fong and others in teaching students abstract rules. Results support a revival of formalist views of transfer: that teaching formal rules about inference making can improve reasoning and support transfer. (SLD)