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Lehmann, Thomas – European Journal of Psychology of Education, 2022
There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers' (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b)…
Descriptors: Student Teacher Attitudes, Metacognition, Learning Processes, Epistemology
Grüninger, Rahel; Specht, Inga; Lewalter, Doris; Schnotz, Wolfgang – European Journal of Psychology of Education, 2014
Until recently, museums mainly communicated well-established knowledge. Current science, however, is characterized by a rapid knowledge increase, so that we often have to deal with fragile and inconsistent knowledge. In order to develop exhibitions that encourage visitors to process information in a differentiated way, museums need to know how…
Descriptors: Museums, Cognitive Processes, Environmental Influences, Influences
Winberg, T. Mikael; Hellgren, Jenny M.; Palm, Torulf – European Journal of Psychology of Education, 2014
The study aims to assess the relative importance of a large number of variables for predicting students' positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students'…
Descriptors: Emotional Experience, Prediction, Mathematics Instruction, Secondary School Students
Salonen, Pekka; Lepola, Janne; Vauras, Marja – European Journal of Psychology of Education, 2007
In this exploratory study we conceptualized and explored socio-cognitive, emotional and motivational regulatory processes displayed in scaffolding interaction between parents and their non-task and task-oriented children. Based on the dynamic systems view and findings from developmental research, we assumed that parents with non-task oriented and…
Descriptors: Rating Scales, Parent Child Relationship, Interaction, Cognitive Processes