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Morell, Maybí; García, Rafael; Díaz-Méndez, Rogelio – Educational Psychology, 2021
We explore the structure of epistemological beliefs and its relation with the spontaneous formation of study groups in a sample of biomedical engineering students. The sophistication of the beliefs as well as the size and distribution of spontaneous small groups were measured for subjects in three different academic years: junior, intermediate and…
Descriptors: Epistemology, Groups, Study, Cooperative Learning
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Heddy, Benjamin C.; Nelson, Katherine G.; Husman, Jenefer; Cheng, Katherine C.; Goldman, Jacqueline A.; Chancey, John B. – Educational Psychology, 2021
Our aim was to explore the usefulness of Use, Change, Value (UCV) discussions to facilitate Transformative Experiences (TE) in online engineering courses. We investigated the predictive relationship between perceived instrumentality (PI) and interest on TE. We also investigated gender differences in the predictive relationships between the…
Descriptors: Engineering Education, Online Courses, Transformative Learning, Gender Differences
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Giel, Lisenne I. S.; Noordzij, Gera; Wijnia, Lisette; Noordegraaf-Eelens, Liesbeth; Denktas, Semiha – Educational Psychology, 2021
In their pursuit of student engagement and achievement, educational institutes have increasingly been implementing student-centred approaches to learning with collaborative learning. In this study, we assessed the (mis)match effects of personal and group members' achievement goals on student engagement and performance. Students (N = 266) from 36…
Descriptors: Achievement Need, Goal Orientation, Cooperative Learning, Mastery Learning
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Jiang, Dayu; Kalyuga, Slava; Sweller, John – Educational Psychology, 2021
Face-to-face and computer-mediated collaboration have been used extensively in educational practice. However, research on teaching writing skills for English as a foreign language under collaborative conditions has reported mixed or even negative findings. Cognitive load theory can be used to explain many of these contradictory findings. An…
Descriptors: Computer Mediated Communication, English (Second Language), Second Language Instruction, Writing Instruction
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Fiorella, Logan; Pilegard, Celeste – Educational Psychology, 2021
Two experiments investigated how writing an explanation after studying a multimedia lesson influences restudy behavior (eye movements) and learning. In Experiment 1, college students who wrote a retention-based explanation ('Explain how the car's brake system works') spent more time focusing on the text and less time on the picture during the…
Descriptors: College Students, Multimedia Instruction, Student Behavior, Writing Assignments
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Wang, Zhe; Ardasheva, Yuliya; Lin, Lijia – Educational Psychology, 2021
Negative effects of seductive details have been well documented. One current line of research focussed on solutions to reducing the seductive details effect is becoming increasingly promising. Contributing to this line of research, this study investigated whether perceptual load moderated the seductive details effect. The study used a 2 × 2…
Descriptors: Cognitive Processes, Difficulty Level, Multimedia Instruction, Attention
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Manson, Elisapesi; Ayres, Paul – Educational Psychology, 2021
This study investigated the effectiveness of using a sequence of worked examples as part of the feedback cycle. Worked examples were either presented as full worked examples or partial worked examples (single-step and completion formats). In two experiments, grade 8 students completed a learning phase on a mathematics topic, which was immediately…
Descriptors: Error Correction, Feedback (Response), Demonstrations (Educational), Direct Instruction
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Stelzer, Florencia; Richard's, María M.; Andrés, María Laura; Vernucci, Santiago; Introzzi, Isabel – Educational Psychology, 2021
Competence with fractions is important for learning more advanced mathematics. The present study examined the predictive value of sustained attention, verbal and visuospatial working memory, cognitive flexibility, fluid intelligence, multiplication and division abilities for fraction knowledge in fifth grade. Participants were 97 elementary school…
Descriptors: Cognitive Processes, Mathematics Skills, Prediction, Fractions
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Pai, Kai-Chih; Kuo, Bor-Chen; Liao, Chen-Huei; Liu, Yin-Mei – Educational Psychology, 2021
The present study aims to examine the pedagogical effectiveness of a Chinese mathematical dialogue-based intelligent tutoring system used for teaching mathematics. The mathematical unit 'multiplication and division of time expressions' was taught to 134 fifth-grade students in three types of instruction conditions: the intelligent tutoring system…
Descriptors: Dialogs (Language), Intelligent Tutoring Systems, Remedial Mathematics, Multiplication
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Wang, Zhe; Adesope, Olusola; Sundararajan, NarayanKripa; Buckley, Paul – Educational Psychology, 2021
There is widespread evidence showing that concept maps are effective for learning. However, little is known about the effects of various concept map activities. We conducted an experiment to examine the comparative effectiveness of three concept map activities: (1) translating a complete map to a paragraph format; (2) filling in concepts in a…
Descriptors: Science Instruction, Concept Mapping, Undergraduate Students, College Science
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Wong, Rachel M.; Sundararajan, NarayanKripa; Adesope, Olusola O.; Nishida, Krista R. A. – Educational Psychology, 2021
Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies conducted in the classroom, there is little understanding of the instructional efficacy of using different types of concept maps. In a between-subjects…
Descriptors: Science Instruction, Concept Mapping, Chemistry, Undergraduate Students
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Roessger, Kevin M.; Moy, Gregory E.; Phan, Thuy-Vy; Campbell, Heather; Parker, Daniel – Educational Psychology, 2021
Multi-level factors affecting immediate and delayed concept recall in concept mapping were examined across 716 concepts nested within 57 concept maps from adult learners. At the concept level, we examined a concept's serial positioning, autobiographical elaboration (AE), and elaborative encoding. At the map level, we examined the compositional…
Descriptors: Concept Mapping, Learning Strategies, Adults, Graduate Students
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Liu, Hongrui; Yao, Meilin; Li, Jing; Li, Ruoxuan – Educational Psychology, 2021
This study examined the role of academic self-concept, mastery goals, and academic emotions as mediators in the relationship between perceived teacher autonomy support and student engagement in maths and literacy domains. Questionnaires completed by 854 students in Grades 4 and 5 in China show that perceived teacher autonomy support positively…
Descriptors: Correlation, Teacher Student Relationship, Personal Autonomy, Learner Engagement
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Miller-Cotto, Dana; Auxter, Abbey E. – Educational Psychology, 2021
Faded worked examples have been used to promote problem solving performance, such as mathematics performance in many laboratory studies and short-term classroom studies. However, few studies have examined the ways educators may use fading in their own classroom on more accessible platforms that do not require programming experience. Further, few…
Descriptors: Undergraduate Students, College Mathematics, Algebra, Homework
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Woodcock, Stuart; Moore, Brian – Educational Psychology, 2021
Students with specific learning difficulties (SpLD) often appear to experience poorer educational and occupational outcomes than their peers. It is important to consider how these outcomes may be perpetuated by stereotypes and stigma associated with SpLD. One hundred and fifty-four primary (elementary) school teachers from the United Kingdom were…
Descriptors: Students with Disabilities, Inclusion, Labeling (of Persons), Stereotypes
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