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Agarwal, Pooja K. – Journal of Educational Psychology, 2019
The development of students' higher order learning is a critical component of education. For decades, educators and scientists have engaged in an ongoing debate about whether higher order learning can only be enhanced by building a base of factual knowledge (analogous to Bloom's taxonomy) or whether higher order learning can be enhanced directly…
Descriptors: Thinking Skills, Taxonomy, Middle School Students, College Students
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Siegler, Robert S.; Lortie-Forgues, Hugues – Journal of Educational Psychology, 2015
Understanding an arithmetic operation implies, at minimum, knowing the direction of effects that the operation produces. However, many children and adults, even those who execute arithmetic procedures correctly, may lack this knowledge on some operations and types of numbers. To test this hypothesis, we presented preservice teachers (Study 1),…
Descriptors: Arithmetic, Mathematics Education, Knowledge Level, Hypothesis Testing
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Reeve, Johnmarshall – Journal of Educational Psychology, 2013
The present study introduced "agentic engagement" as a newly proposed student-initiated pathway to greater achievement and greater motivational support. Study 1 developed the brief, construct-congruent, and psychometrically strong Agentic Engagement Scale. Study 2 provided evidence for the scale's construct and predictive validity, as…
Descriptors: Learner Engagement, Learning Motivation, Student Motivation, Academic Achievement
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D'Mello, Sidney – Journal of Educational Psychology, 2013
The last decade has witnessed considerable interest in the investigation of the affective dimensions of learning and in the development of advanced learning technologies that automatically detect and respond to student affect. Identifying the affective states that students experience in technology-enhanced learning contexts is a fundamental…
Descriptors: Meta Analysis, Incidence, Psychological Patterns, Technology Uses in Education