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Eric C. Schoute; Patricia A. Alexander; Sofie M. M. Loyens; Doug Lombardi; Fred Paas – Journal of Experimental Education, 2024
This study aimed to explore undergraduates' perceptions of relevance in conjunction with two associated constructs, personal interest, and task value. To unearth these perceptions, American (n = 104) and Dutch (n = 79) students completed the Conceptualization of Relevance Task (CoRT). This task required them to: (a) select a graphic that best…
Descriptors: Undergraduate Students, Student Attitudes, Foreign Countries, Visual Aids
Ordene V. Edwards – Journal of Experimental Education, 2024
The current study examined the effect of combining a utility value intervention with task relevance instructions on utility value, recall, and reading time. A utility value intervention is an activity that assists students in making relevance connections between course content and their lives, while task relevance instructions are pre-reading cues…
Descriptors: Relevance (Education), Undergraduate Students, Intervention, Value Judgment
Fitzsimmons, Charles J.; Morehead, Kayla; Thompson, Clarissa A.; Buerke, Morgan; Dunlosky, John – Journal of Experimental Education, 2023
We investigated whether three interventions -- studying incorrect worked examples, studying correct worked examples, or receiving feedback -- improved children's 0-1,000 (Experiment 1) and adults' 1 thousand--1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated…
Descriptors: Feedback (Response), Problem Solving, Accuracy, Number Concepts
Spencer, Dan; Nietfeld, John L.; Cao, Li; Difrancesca, Daniell – Journal of Experimental Education, 2023
Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive…
Descriptors: Undergraduate Students, Metacognition, Progress Monitoring, Attribution Theory
Acee, Taylor W. – Journal of Experimental Education, 2023
The purpose of this study was to test the effects of a value-reappraisal intervention (VR) on students' motivation and performance compared to a goal-setting intervention (GS) and information-literacy control condition (C). Eighty-eight female students in an undergraduate introductory statistics course were randomly assigned to one of the three…
Descriptors: Goal Orientation, Undergraduate Students, Intervention, Statistics Education
Singer Trakhman, Lauren M.; Alexander, Patricia A.; Sun, Yuting – Journal of Experimental Education, 2023
The comprehension and calibration of 54 undergraduates were investigated as they read excerpts from an introductory geology textbook on weather and soil in print and digitally. All excerpts were approximately 1600 words in length and contained a graph, a diagram, and three photographs that complemented or extended the written text. Each student…
Descriptors: Undergraduate Students, Geology, Textbooks, Comprehension
Klee, Holly L.; Miller, Angela D.; Buehl, Michelle M. – Journal of Experimental Education, 2023
Social cognitive theory suggests students with low mathematics self-concept and low mathematics self-efficacy often display high mathematics anxiety. A better understanding of the antecedents of mathematics anxiety could lead to more effective interventions. However, findings from empirical research examining mathematics self-concept and…
Descriptors: Self Concept, Mathematics Anxiety, Self Efficacy, Correlation
Bergey, Bradley W.; Cromley, Jennifer G.; Kaplan, Avi; Bloxton, James D., II – Journal of Experimental Education, 2023
Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical base for whether and how student-generated questions are associated with comprehension monitoring and whether they predict performance remain open questions. To address these, we investigated the questions undergraduate students in an…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Questioning Techniques
Walker, Joshua D.; Robinson, Daniel H. – Journal of Experimental Education, 2023
Two-stage testing (TST) involves individual testing followed by taking the same test in teams. Previously, Vogler and Robinson ("The Journal of Experimental Education," 84(4), 787-803, 2016) found that TST facilitated individual performance. The present study addressed methodological limitations in the Vogler and Robinson study in two…
Descriptors: Testing, Undergraduate Students, Test Wiseness, Repetition
Miller, Dan J.; Noble, Prisca; Medlen, Sue; Jones, Karina; Munns, Suzanne L. – Journal of Experimental Education, 2023
The cognitive load imposed by instruction is an important consideration for instructional designers. Theoretical models have traditionally divided total cognitive load into intrinsic, extrinsic, and germane load. The 10-item Cognitive Load Inventory (CLI-10) is designed to measure these three types of cognitive load. It is typically administered…
Descriptors: Psychometrics, Cognitive Processes, Difficulty Level, Factor Analysis
Premo, Joshua; Cavagnetto, Andy; Collins, Larry; Davis, William B.; Offerdahl, Erika – Journal of Experimental Education, 2023
Increasing student engagement with the social practices of science (i.e., communication, collaboration, and critique) is a goal throughout K-16 science education and provides an opportunity for science educators to leverage student discourse to optimize learning. Yet how instructors can encourage forms of discourse which predict increased…
Descriptors: Undergraduate Students, College Science, Science Education, Cooperative Learning
Culver, K. C.; Bowman, Nicholas A.; Youngerman, Ethan; Jang, Nayoung; Just, Craig L. – Journal of Experimental Education, 2022
Although effective technical communication is an important outcome of undergraduate education in STEM fields, limited process-based writing instruction occurs in these disciplines. This study employed an experimental design to examine the use of Calibrated Peer Review (CPR), an online peer review platform, to improve lab report writing in an…
Descriptors: Equal Education, Academic Achievement, STEM Education, Content Area Writing
Miller-Cotto, Dana; Schunn, Christian – Journal of Experimental Education, 2022
Large lecture classes in higher education continue to be a context in which large performance differences between underrepresented minorities and their White and Asian peers are observed. In the current study, we sought to develop a package of interventions that may reduce this gap in a multi-section Micro Economics course. The focus of this…
Descriptors: Minority Group Students, Disproportionate Representation, Intervention, Economics Education
Kim, Yeo-eun; Yu, Shirley L.; Koenka, Alison C.; Lee, Hyewon; Heckler, Andrew F. – Journal of Experimental Education, 2022
Students' cost perceptions have been associated with lower retention and academic performance in science, technology, engineering, and mathematics (STEM). Guided by expectancy-value theory, we examined whether relations between perceived costs and physics outcomes (i.e., engagement and achievement) varied as a function of self-efficacy or task…
Descriptors: STEM Education, Physics, Undergraduate Students, Student Attitudes
Petzel, Zachary W.; Casad, Bettina J. – Journal of Experimental Education, 2022
The present research examined how risk-taking protects against consequences of negative gender stereotypes among women in science, technology, engineering, and mathematics (STEM). In Study 1, undergraduate women and men in STEM (N = 1013) took an online survey assessing risk-taking, academic outcomes, and vulnerability to stereotype threat.…
Descriptors: STEM Education, Sex Stereotypes, Negative Attitudes, Risk