Uses an interrogation strategy to investigate whether learners would utilize stereotypic prior knowledge when asked to learn factual information about men and/or women. Focuses on male and female undergraduate students (n=120) who studied facts on men, women, or both genders. Includes references. (CMK)

Using a descriptive quantitative methodology for categorical data analysis, investigates whether Chinese students' conceptions of learning included memorization. Explains that the University of Hong Kong students (n=25) ranked six conceptions of learning. Includes references. (CMK)

Examines the relationship among approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. Focuses on undergraduate psychology students (n=192) who were around the mean age of 21.7. Reports that motives and styles were related to three learning approaches. Includes references. (CMK)

Investigates the working memory (WM) processing and storage functions; whether WM in writing follows the same process as in reading; and the influence of WM on creative writing. Focuses on high school students (n=47). Finds relationships between WM measures and reading and writing in English as a Second Language. Includes references. (CMK)

Examines student psychological need satisfaction as a predictor of positive teacher-course evaluations. Presents results from two studies that examined different groups of students: (1) a sample of undergraduate students (n=268); and (2) a sample of introductory journalism students (n=179). Includes references. (CMK)

Investigates classroom control, self-regulation strategies, and academic achievement of sixth-grade students (n=302). Hypothesizes that a combination of teacher and student control affects student mathematics achievement. Finds that achievement and self-regulation depended upon classroom processes. Includes references. (CMK)

Investigates whether teaching methods and class participation are related to social support and stress. Presents the results of a questionnaire given to Norwegian adolescents (n=947), ages 13 to 15 years old. States that participatory activities may promote health because these activities prevent stress. Includes references. (CMK)

Examines relationships among student grades, learning, and evaluations of teaching by assessing student learning using a pre/post design. Focuses on undergraduate students (n=652) in an introductory psychology course. Reports a medium relationship between student grades and the learning measure. Includes references. (CMK)

Explored whether more resourceful students could protect themselves from academic stress, particularly in terms of not allowing stress to affect their grades. Focuses on college freshman (n=141) who completed measures of academic stress and learned resourcefulness. Includes references. (CMK)

Presents a study that attempts to confirm the factor structure of college writing processes within the approaches-to-writing model, as measured by the Inventory of College Composition, and to test for a surface structure. Supports the construct validity of the original model. Includes references. (CMK)

Presents a study that obtained teacher ratings and student nominations regarding bullying and other behavior of children (n=121), including children with learning difficulties (n=20). Finds that the correlation between teacher ratings and peer nominations was significant for students without learning difficulties. Includes references. (CMK)

Examines how much developing beliefs about the causes of academic outcomes, goal orientation for learning, and study strategy use affected changes in children's self-assessments of their ability to master academic material. Presents the results in terms of a developing academic self-image. (CMK)

Examines whether inference training affects skilled and less skilled comprehenders by instructing children six to nine years old in how to make inferences from and generate questions about a text. Reports that the less skilled group improved more than the skilled group of children. (CMK)

College students (n=24) read passages marked for think-aloud (TA) procedure, not marked for TA, and control (no TA). The marked procedure elicited more veridical protocols, and students who scored high on the comprehension test were more likely to have made many TA comments reflecting a knowledge-transforming approach to the text. (SLD)

This investigation of domain-specific professional reading clarified the way 12 professionally active teachers select and read journal articles in their field. Think-aloud reports identified categories of (1) using strategies; (2) connecting to practice; (3) monitoring; (4) questioning; and (5) evaluating. These teachers created meaning in complex…