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Showing 1 to 15 of 148 results Save | Export
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Nanu, Cristina; Laakkonena, Eero; Hannula-Sormunen, Minna – Frontline Learning Research, 2020
This study investigated the effect of children's first formal school years on mathematical skill profiles, measured by a variety of arithmetical skills and Spontaneous Focusing On Numerosity (SFON) tasks. By using person-centered approach the aim was to investigate whether the amount of formal schooling is associated with mathematical skills in…
Descriptors: Profiles, Mathematics Skills, School Entrance Age, Cross Cultural Studies
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Strohmaier, Anselm R.; Schiepe-Tiska, Anja; Reiss, Kristina M. – Frontline Learning Research, 2020
In the present study with 86 undergraduate students, we related trait Mathematics Anxiety (MA) with two indicators of state anxiety: self-reported state anxiety and electrodermal activity (EDA). Extending existing research, we included appraisals of control and perceived value in hierarchical multiple regression analyses in accordance with the…
Descriptors: Mathematics Anxiety, Undergraduate Students, Evaluation Methods, Self Disclosure (Individuals)
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Dalsgaard, Christian – Frontline Learning Research, 2020
The objective of the article is to contribute to the development of a sociocultural conception of situated reflection that can be used in empirical studies of reflection, and that can be utilised in development of educational practices. Based on a development of the concept of 'reflective mediation', a conception of reflection is developed from a…
Descriptors: Reflection, Educational Practices, Social Influences, Cultural Influences
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Hietajärvi, Lauri; Lonka, Kirsti; Hakkarainena, Kai; Alho, Kimmo; Salmela-Aro, Katariina – Frontline Learning Research, 2020
This article examined digital learning engagement as the out-of-school learning component that reflects informally emerging socio-digital participation. The gap hypothesis proposes that students who prefer learning with digital technologies outside of school are less engaged in traditional school. This hypothesis was approached from the framework…
Descriptors: Learner Engagement, Informal Education, Grade 8, Grade 7
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Paans, Cindy; Molenaar, Inge; Segers, Eliane; Verhoeven, Ludo – Frontline Learning Research, 2020
This study investigated macro-level navigation patterns in children's hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their…
Descriptors: Elementary School Students, Navigation (Information Systems), Hypermedia, Task Analysis
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Egloff, Frank; Förster, Natalie; Souvignier, Elmar – Frontline Learning Research, 2019
Teachers' beliefs about teaching have been found to affect students' learning growth. The aim of this study was to investigate effects of teachers' constructivist and direct-transmissive beliefs on learners' reading progress and whether these effects are influenced by students' ability. We measured constructivist and direct-transmissive beliefs of…
Descriptors: Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency
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Testers, Laurent; Gegenfurtner, Andreas; van Geel, Rolf; Brand-Gruwel, Saskia – Frontline Learning Research, 2019
An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is…
Descriptors: Information Literacy, Transfer of Training, College Students, Adult Students
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Larmuseau, Charlotte; Vanneste, Pieter; Cornelis, Jan; Desmet, Piet; Depaepe, Fien – Frontline Learning Research, 2019
Cognitive load theory is one of the most influential theoretical explanations of cognitive processing during learning. Despite its success, attempts to assess cognitive load during learning have proven difficult. Therefore, in the current study, students' self-reported cognitive load after the problem- solving process has been combined with…
Descriptors: Psychophysiology, Cognitive Processes, Difficulty Level, Problem Solving
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Schindler, Julia; Schindler, Simon; Reinhard, Marc-André – Frontline Learning Research, 2019
Self-generated information is better recognized and recalled than read information. This so-called generation effect has been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners' disposition to engage…
Descriptors: Foreign Countries, Individual Differences, Cognitive Processes, Difficulty Level
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Van Gasse, Roos – Frontline Learning Research, 2019
In recent years, the emphasis on interaction in data use has grown because of its potential to support individual teachers. However, in practice, teachers do not appear to interact widely in their use of data, either formally or informally. To gain knowledge of how sustainable data use interactions can be facilitated, this study investigated how…
Descriptors: Staff Meetings, Data Use, Teacher Attitudes, Interaction
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Scharlau, Ingrid; Körber, Miriam; Karsten, Andrea – Frontline Learning Research, 2019
Although there is considerable research on and knowledge about students' conceptualizations of learning or academic practices and skills, the variability of these conceptualizations has been consistently neglected. In the present study, we address this variability in the field of academic reading with the help of a novel approach. Drawing on…
Descriptors: Foreign Countries, Undergraduate Students, Reading Processes, Reading Comprehension
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Fraenken, Judith; Wosnitza, Marold – Frontline Learning Research, 2019
In the past decades, schools have become more autonomous and open learning environments. It therefore seems increasingly important for educational research to also consider contextual influences by including autonomous learning settings in its investigations. Studying the positive activating emotion of pride seems useful to learn more about the…
Descriptors: Psychological Patterns, Individualized Instruction, Student Centered Learning, Foreign Countries
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Vekkaila, Jenna; Virtanen, Viivi; Kukkola, Jani; Frick, Liezel; Pyhältö, Kirsi – Frontline Learning Research, 2019
Knowledge creation is at the core of scientific endeavour. As early career researchers, doctoral students take part in knowledge creation through engaging in various knowledge practices and make their original contribution to knowledge, and become experts in their particular domain. However, our understanding of what doctoral knowledge practices…
Descriptors: Graduate Students, STEM Education, Science Process Skills, Student Research
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Eckstein, Boris – Frontline Learning Research, 2019
Classroom disturbances impair the quality of teaching and learning, and they can be a source of strain for both teachers and students. Some studies indicate, however, that not everyone involved gets equally disturbed by the same occurrences. Altogether, there is still little solid knowledge about the teachers' and the students' subjective…
Descriptors: Teacher Attitudes, Student Attitudes, Teacher Student Relationship, Student Behavior
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Andresen, Anette; Anmarkrud, Øistein; Salmerón, Ladislao; Bråten, Ivar – Frontline Learning Research, 2019
This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants' processing of the materials varied with respect to their initial exploration of the web pages, their overall…
Descriptors: Dyslexia, Foreign Countries, Adolescents, Grade 10
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