Learning and Instruction最新文献_第10页

Are direct effects of cognitive activation on student outcomes enough? Exploring the role of adaptation and use of opportunities 认知激活对学生成绩的直接影响是否足够？探索适应和利用机遇的作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102176

Charalambos Y. Charalambous , Urs Grob , Anna-Katharina Praetorius , Carmen Köhler , Zhenzhen Miao

Background

Although cognitive activation has been receiving growing scholarly attention, research findings on its contribution to student outcomes have been inconclusive. We argue that this might be due to two core conditions not investigated by many studies: learning opportunities related to cognitive activation ought to be adapted to student needs and students must make use of the provided opportunities to learn.

Aims

We tested this argument by comparing a model that included only direct effects of cognitive activation on student cognitive and affective outcomes against moderation, mediation, and moderated mediation models that incorporated the effects of adaptation and use of opportunities.

Sample

Our sample included 496 teachers and 13,326 secondary school students from six educational systems that had participated in the TALIS Video study.

Methods

We first estimated multilevel path models with separate parameter estimations for each educational system. Then we quantified the overall effects and degree of heterogeneity, testing whether: (a) adaptation moderates the effect of cognitive activation on student achievement/interest at T2 while controlling for T1, (b) depth of processing mediates this effect, and (c) adaptation moderates the mediated effect between cognitive activation and student achievement/interest via depth of processing.

Results

The direct-effects model yielded inconclusive results. The most encouraging, yet still somewhat mixed, results emerged from the mediation model.

Conclusions

While some of the more complex models show promise in capturing the impact of teaching on student outcomes, the varied findings across educational systems, analysis levels, and outcomes suggest diverse mechanisms in how teaching contributes to learning.

尽管认知激活已受到越来越多的学术关注，但其对学生成绩的贡献的研究结果尚无定论。我们认为，这可能是由于许多研究没有调查的两个核心条件：与认知激活相关的学习机会应该适应学生的需求，学生必须利用提供的学习机会。我们通过比较一个只包含认知激活对学生认知和情感结果的直接影响的模型与包含适应和利用机会影响的调节、调解和调节调解模型来验证这一论点。我们的样本包括496名教师和13326名中学生，他们来自6个参与了TALIS视频研究的教育系统。方法首先对每个教育系统分别进行参数估计的多层路径模型进行估计。然后，我们量化了整体效应和异质性程度，检验了(a)在控制T1的情况下，适应是否调节了T2认知激活对学生成绩/兴趣的影响，(b)加工深度是否介导了这种影响，以及(c)适应是否通过加工深度调节了认知激活与学生成绩/兴趣之间的中介效应。结果直接效应模型结果不确定。最令人鼓舞的结果出现在中介模型中，但仍有些喜忧参半。虽然一些更复杂的模型有望捕捉教学对学生成绩的影响，但不同教育系统、分析水平和结果的不同发现表明，教学如何促进学习的机制存在差异。

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引用次数: 0

Efficacy of an intervention to promote spatial thinking skills 一种促进空间思维能力的干预效果

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-25 DOI: 10.1016/j.learninstruc.2025.102184

Fabienne Kremer , Lucas Stark , Franziska Rebholz , Lisa Bardach , Jessika Golle , Benjamin Nagengast , Ulrich Trautwein

Background

For success in STEM fields, spatial thinking skills are crucial. Their early promotion may support the later mastering of STEM subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.

Aims

This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.

Sample

Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.

Methods

A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.

Results

The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective-taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.

Conclusions

The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective-taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.

要在STEM领域取得成功，空间思维能力至关重要。他们的早期晋升可能有助于以后对STEM学科的掌握。先前的研究表明，空间思维可以通过练习、空间语言、具体化或策略训练独立地促进。整合多种有效成分可能会进一步提高儿童的技能，值得进一步研究。目的本研究评估在现实环境中对小学早期儿童进行的空间思维干预(a)是否能提高空间思维技能，(b)保持空间思维的动机，(c)对不同特征的学生同样有益。样本参与者是97名被提名参加课外充实计划的小学生。方法采用多组随机对照试验，采用测试前和测试后的测量方法，并采用候补对照组对多组分干预进行评价。构成要素包括空间语言、体现、规律和策略意识。我们采用多水平回归分析来评估干预对空间思维（即视角、二维和三维心理旋转）和空间思维动机的影响，并探讨差异效应。结果研究结果显示，在透视和二维心理旋转方面有显著的积极作用。年龄较小的儿童和先前换位思考能力较低的儿童尤其可能受益。三维心理旋转和动机均未受到显著影响。结论该结果为干预的有效性提供了初步证据。在保持空间思维的动力的同时，儿童表现出了增强的换位思考和二维思维旋转技能。结合多个组件有望促进小学早期的空间思维。

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引用次数: 0

Strategy matters: A five-year longitudinal study of Children's strategy utilization in category learning 策略重要：儿童类别学习策略运用的五年纵向研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-31 DOI: 10.1016/j.learninstruc.2025.102207

Xing Liu, Xiaojing Lv, Xuezhu Ren

Background

Strategies play crucial roles in structuring knowledge, facilitating differentiation and generalization, and enhancing cognitive efficiency. While research indicates that adults can effectively use various classification strategies to improve learning outcomes, there is limited understanding of how children employ these strategies and the extent to which their developing abilities enable them to apply such strategies.

Aims

The purpose of this paper is to map age patterns of strategy utilization during category learning among elementary school children and to explore the interplay between strategies and general cognitive abilities (g) in affecting learning performance.

Methods

The 5-4 task served as the experimental tool to explore how children utilize rule-based or exemplar-based strategies. We assessed g by administering measures of working memory, processing speed, and fluid intelligence.

Samples

Data collection occurred annually over a five-year period from a sample of 157 elementary school children. Data on 155 university adults were also collected.

Results

Children tended to use rule-based strategies more than exemplar-based strategies, and their strategy choices were not influenced by g. Furthermore, both rule- and exemplar-based strategies demonstrated significantly positive effects on learning performance, even after controlling for g. While younger children performed better with rule-based strategies, older children showed superior performance with exemplar-based strategies. Exemplar strategies even moderated the effect of g on learning performance.

Implications

These findings enhance our understanding of how children's strategy use and its interaction with g influence learning behavior. They also suggest practical ways to enhance learning outcomes by cultivating strategies in instructional practices.

背景策略在组织知识、促进区分和推广、提高认知效率等方面发挥着重要作用。虽然研究表明成人可以有效地使用各种分类策略来提高学习效果，但对儿童如何使用这些策略以及他们的发展能力使他们能够应用这些策略的程度的了解有限。目的研究小学生类别学习策略使用的年龄分布，探讨策略与一般认知能力之间的相互作用对学习成绩的影响。方法以5-4任务为实验工具，探讨儿童使用规则型策略和范例型策略的情况。我们通过工作记忆、处理速度和流体智力进行评估。在五年的时间里，每年从157名小学生中收集数据。研究人员还收集了155名大学生的数据。结果儿童更倾向于使用基于规则的策略，且策略选择不受g的影响。此外，在控制g的情况下，基于规则的策略和基于范例的策略对学习成绩都有显著的正向影响。范例策略甚至可以调节g对学习成绩的影响。这些发现增强了我们对儿童策略使用及其与g的相互作用如何影响学习行为的理解。他们还提出了通过在教学实践中培养策略来提高学习成果的实际方法。

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引用次数: 0

Effects of retrieval practice on retention and application of complex educational concepts 检索练习对复杂教育概念记忆和应用的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-20 DOI: 10.1016/j.learninstruc.2025.102219

Daniel Corral , Shana K. Carpenter

Aims

Retrieval practice is effective for enhancing memory, but its effects on transfer are less clear. The current study compared the effects of retrieval versus non-retrieval-based strategies on retention and transfer of research methods concepts.

Sample and methods

In Experiment 1 (N = 309), participants completed one short-answer factual quiz and received correct-answer feedback (retrieval), one multiple-choice quiz with correct-answer feedback (recognition), restudied the original learning materials (restudy), or studied the short-answer quiz questions and answers (quiz study). Eight minutes later, participants received a final test over repeated questions (multiple-choice versions of the practice questions), and application questions (never-before-seen multiple-choice questions requiring application of the concepts). Experiments 2 (N = 158) and 3 (N = 255) involved the same retrieval, restudy, and quiz study conditions, but involved three rounds of retrieval practice and a one-week delayed final test.

Results

Retrieval enhanced performance compared to restudy, but not compared to quiz study or recognition, on repeated but not on application final test questions (Experiment 1). Retrieval produced better performance than restudy and quiz study on repeated final test questions (Experiment 2) and application final test questions (Experiment 3). Conditional analyses on application question performance given accurate repeated question performance revealed an advantage of retrieval, indicating that retrieval enhances the recognition component of transfer.

Conclusion

Retrieval practice benefits both retention and transfer of complex concepts. These benefits appear more likely to occur when a sufficient amount of retrieval practice is provided and learning is measured over a delay of several days.

目的检索练习对增强记忆是有效的，但对迁移的影响尚不清楚。本研究比较了检索策略与非检索策略对研究方法概念的保留和迁移的影响。在实验1 （N = 309）中，被试分别完成一次简答事实测验并获得正确答案反馈（检索）、一次选择题并获得正确答案反馈（识别）、重新学习原始学习材料（再学习）或研究简答测验的问题和答案（测验研究）。八分钟后，参与者接受了最后的测试，包括重复问题（练习题的选择题版本）和应用问题（要求应用概念的从未见过的选择题）。实验2 （N = 158）和实验3 （N = 255）涉及相同的检索、再学习和测验研究条件，但涉及三轮检索练习和一周后的最终测试。结果在重复的期末考试问题上，检索比重新学习提高了成绩，但与测验学习或识别相比没有提高，而在应用期末考试问题上没有提高（实验1）。在重复期末考题（实验2）和应用性期末考题（实验3）上，检索比复习和测验学习效果更好。在准确的重复题表现条件下，应用题表现的条件分析显示了检索的优势，表明检索增强了迁移的识别成分。结论检索练习有利于复杂概念的保留和迁移。这些好处似乎更有可能发生，当提供足够数量的检索练习和学习是在几天的延迟测量。

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引用次数: 0

The dynamics of creative agency: Insights from two intensive diary studies on university students 创意代理的动态：来自两项针对大学生的密集日记研究的见解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-17 DOI: 10.1016/j.learninstruc.2025.102222

Aleksandra Zielińska, Maciej Karwowski

Background

Creative processes and actions are driven not only by people's abilities but also by their confidence and readiness to invest effort.

Aims

This intensive, daily-diary investigation (two studies, total N_participants = 362, N_measurements = 8322 over three and four weeks) explored how students’ self-perception (creative confidence) and self-regulation—two aspects of creative agency—shape the likelihood of undertaking creative action.

Samples

Study 1 included 234 university students (5923 student-day units); Study 2 included 128 university students (2399 student-day units).

Methods

In Study 1, participants completed daily diary measurements over four weeks, reporting on their creative self-perception and engagement in creative activities. Using dynamic structural equation modeling (DSEM), we analyzed cross-day lagged associations between creative activity and confidence. In Study 2, students completed daily diaries during a three-week creative project while receiving either self-regulation-enhancing prompts (experimental group) or no additional support (control group). Multilevel regression analyses estimated differences in students’ creative self-perception and creative engagement resulting from strengthened self-regulation.

Results

Study 1 showed a robust effect of the previous day's creative activity on the next day's confidence, and no effect of confidence on activity. In Study 2, students whose self-regulation was activated reported higher creative confidence and task-specific creative self-efficacy than the control group and engaged more in creative activities in everyday settings.

Conclusions

These findings shed light on the role of perceived agency for creative action and the dynamic interplay of self-beliefs and self-regulation. They also open avenues for developing brief interventions to make creativity more salient in students’ everyday in- and out-of-school settings.

创造性的过程和行动不仅取决于人们的能力，还取决于他们的信心和投入努力的意愿。目的：这项密集的、每日日记式的调查（两项研究，共n名参与者= 362，n测量值= 8322，为期三周和四周）探讨了学生的自我感知（创造性自信）和自我调节——创造性代理的两个方面——如何塑造从事创造性行动的可能性。研究1包括234名大学生（5923学日单位）；研究2包括128名大学生（2399个学生日单位）。在研究1中，参与者完成了为期四周的每日日记测量，报告了他们的创造性自我感知和创造性活动的参与情况。使用动态结构方程模型（DSEM），我们分析了创造性活动和信心之间的跨日滞后关联。在研究2中，学生们在接受自我调节增强提示（实验组）或没有额外支持（对照组）的情况下，在为期三周的创意项目中完成每日日记。多水平回归分析估计了自我调节增强对学生创造性自我知觉和创造性投入的影响。结果研究1显示，前一天的创造性活动对第二天的信心有显著影响，而信心对活动没有影响。在研究2中，自我调节被激活的学生比对照组表现出更高的创造性自信和特定任务的创造性自我效能，并且在日常环境中参与更多的创造性活动。这些发现揭示了感知代理在创造性行为中的作用，以及自我信念和自我调节之间的动态相互作用。它们还为制定简短的干预措施开辟了道路，使创造力在学生的日常校内外环境中更加突出。

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引用次数: 0

How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I] 如何向教师传达证据：比较语言和视觉效果大小表示的效果[注册报告-第一阶段]

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-08 DOI: 10.1016/j.learninstruc.2025.102179

Florian Kühlwein , Samuel Merk , Jürgen Schneider , Kirstin Schmidt

Background

Teachers are encouraged to consider relevant evidence from educational research to improve the quality of their instruction. This approach requires them to have a reasonably accurate idea of the effectiveness of educational interventions. Currently prevalent ways of communicating effect sizes, however, often lead to imprecise effect magnitude estimates.

Aims

We aim to investigate how teachers estimate and perceive verbally and visually communicated effect sizes.

Sample

For the pilot study, N = 20 English-speaking teachers were recruited on Prolific, and for the main study, N = 120 will be recruited.

Planned methods

We employ a randomized 4 × 6 × 2 between–within-within-person experiment with the outcomes of interest being teachers' effect magnitude estimates and perceived relevance, informativeness, and difficulty.

Pilot results

Across the conditions, teachers' effect magnitude estimates correlated strongly (τ = 0.69) with true effect sizes and personified relevance correlated moderately (τ = 0.41) with objective relevance. However, teachers were less accurate in the verbal than in the visual condition (Cohen's d = −0.52, 95 % CI = [−0.81, −0.23]). Conversely, they perceived verbally communicated Cohen's U₃ expressions as more informative (r_rb = −0.27, 95 % CI = [−0.40, −0.13]), and less difficult (r_rb = 0.31, 95 % CI = [0.17, 0.44]) to understand than visually communicated effect sizes.

Preliminary conclusion

Communicating effect sizes can work verbally and visually.

背景鼓励教师考虑来自教育研究的相关证据，以提高教学质量。这种方法要求他们对教育干预的有效性有一个相当准确的认识。然而，目前流行的传播效应大小的方法往往导致不精确的效应大小估计。目的我们的目的是调查教师如何估计和感知口头和视觉传达的效应大小。作为试点研究，在多产网站上招募了N = 20名英语教师，作为主要研究，将招募N = 120名教师。计划方法我们采用了随机的4 × 6 × 2的人与人之间的实验，感兴趣的结果是教师的效应大小估计和感知的相关性、信息量和难度。在所有条件下，教师的效应量估计值与真实效应量强烈相关（τ = 0.69），人格化相关性与客观相关性适度相关（τ = 0.41）。然而，教师在语言方面的准确性低于视觉方面（Cohen’s d = - 0.52, 95% CI =[- 0.81, - 0.23]）。相反，他们认为口头传达的Cohen的U3表达比视觉传达的效果更有信息量（rrb = - 0.27, 95% CI =[- 0.40, - 0.13]），并且更容易理解（rrb = 0.31, 95% CI =[0.17, 0.44]）。初步结论沟通效应量可以通过口头和视觉两种方式进行。

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引用次数: 0

The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change 教师谈话对小学生科学学习的影响：以人为本的观念变迁分析

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-01 DOI: 10.1016/j.learninstruc.2025.102216

Annika Herrmann, Cornelia Schulze, Kim Lange-Schubert, Henrik Saalbach

Background

Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.

Aims

The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.

Sample

Participants were 1162 students from 53 fourth grade classes.

Methods

Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.

Results

Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.

Conclusion

Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.

学生表现出大量的先入为主的观念，经常偏离科学概念。克服这些误解所需的观念变化可以通过不同的途径实现。然而，言语支持策略对这一现象的影响尚不明确。目的本研究旨在考察学生是否同时表现出误解和科学概念，以及言语支持策略如何影响学生的概念发展。样本参与者是来自53个四年级班级的1162名学生。方法通过T1、T2两个时间点的问卷调查，考察学生的观念。使用视频编码来评估教师使用的言语支持策略。进行了潜在特征分析和潜在特征转移分析，并将支持策略作为协变量。结果在T1时发现了“高度误解”、“高度共存”、“高度碎片化”和“高度科学”四个特征。语言支持策略的影响取决于学生在T1阶段所处的环境。在T2阶段，针对T1阶段“高度误解”或“高度碎片化概念”的人采取的重点策略阻碍了向“高度科学概念”的转变。当以“概念高度共存”为出发点时，激活和发声策略的使用对这种转变产生了积极影响。教师需要意识到，在口头支持方面没有放之四海而皆准的解决方案。相反，教师需要不断检查学生的知识水平，并调整他们的策略。

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引用次数: 0

Testing individual and group markers of collaboration in a team-based learning classroom 在以团队为基础的学习课堂中测试个人和小组的协作标记

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-18 DOI: 10.1016/j.learninstruc.2025.102215

Y. H. Victoria Chua , Justin Dauwels , Preman Rajalingam , Chew Lee Teo , Suzy J. Styles

Background

Intra-group discussions during actual TBL sessions play a huge role in knowledge consolidation and learning but are often understudied.

Aims

Using a pre-registered study framework, we examined if participation equity (H1), reciprocal interaction (H2), information density (H3), mutual understanding (H4), and emotional rapport (H5) affected how much students learn from their intra-group team-based learning discussions and how they rated their team's discussions.

Sample

Participants were 165 undergraduate students assigned to 28 teams.

Methods

Using linguistic, conversational, and socio-affective features extracted from recordings of Year 1 and 2 medical students engaging in team-based learning, each construct was conceptualised at the level of the group and the individual. We used linear mixed-effects models and competing models approach to establish which of our metrics best account for the observed variance in individual learning gains and perceived collaboration quality. The analysis plan was preregistered, including correction for multiple comparisons.

Results

None of our individual-level or group-level metrics significantly predicted individual learning gains. One of the group-level metrics significantly predicted perceived collaboration quality: reciprocal interaction. Our exploratory analysis found that individual baseline score of the best performer in the team positively predicted individual learning gains for others in their team, regardless of other interaction metrics.

Conclusion

While students perceived the highest collaboration quality when turn-taking in their team was evenly distributed, the strongest predicter of learning gains for a student was the knowledge level of their top-scoring team-mate. This finding has implications for classroom equity, group formation and activity planning.

背景：在实际的TBL课程中，小组讨论在知识巩固和学习中发挥着巨大的作用，但往往没有得到充分的研究。目的：使用预先注册的研究框架，我们研究了参与公平（H1）、互惠互动（H2）、信息密度（H3）、相互理解（H4）和情感融洽（H5）是否影响学生从小组内部团队学习讨论中学习的程度，以及他们如何评价团队讨论。样本参与者是被分配到28个小组的165名本科生。方法利用从一年级和二年级医学生参与团队学习的录音中提取的语言、会话和社会情感特征，在群体和个人层面对每个构念进行概念化。我们使用线性混合效应模型和竞争模型方法来确定我们的指标中哪一个最能说明在个人学习收益和感知协作质量方面观察到的差异。分析计划进行了预登记，包括多重比较的校正。结果我们的个人水平或群体水平指标都不能显著预测个人学习收益。其中一个组级指标显著地预测了感知到的协作质量：互惠互动。我们的探索性分析发现，团队中表现最好的人的个人基线分数积极地预测了团队中其他人的个人学习收益，而不管其他交互指标如何。结论当学生在小组中轮流时，他们认为学生的协作质量最高，但学生学习收益的最强预测因子是得分最高的队友的知识水平。这一发现对课堂公平、小组形成和活动规划具有启示意义。

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引用次数: 0

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-23 DOI: 10.1016/j.learninstruc.2025.102228

Rebecca Schneider , Sebastian Weirich , Poldi Kuhl , Stefan Schipolowski , Petra Stanat

Background

Restrictions on schooling related to the COVID-19 pandemic resulted in learning deficits in primary and secondary education, but may have affected different groups of students in different ways.

Aim

We focus on the especially vulnerable group of students with special educational needs (SEN) in the domain of learning (SEN-L) and investigated changes in their verbal achievements by comparing different student cohorts. We also analyzed whether characteristics of the learning situation during the pandemic differed between students with and without SEN and whether these characteristics were associated with students’ verbal achievements.

Sample

Analyses are based on representative data from large-scale assessments in Germany with achievement scores available for student cohorts prior to the COVID-19 pandemic and for student cohorts affected by the pandemic-related restrictions (Grade 4: 2016/2021, N_{non-SEN/SEN-L} > 23.300/1.500; Grade 9: 2015/2022, N_{non-SEN/SEN-L} > 29.000/1.300).

Results

Significant negative trends in student cohorts' average achievement emerged in reading, listening, and orthography for SEN-L students taught at regular schools and their peers without SEN. Negative cohort trends in achievement were also found for SEN-L students at special needs schools, but these were not statistically significant in all domains. Multilevel regressions revealed significant relations between students’ learning conditions during the pandemic and their verbal achievement in 2021/2022, but did not differ between students without SEN and students with SEN-L.

Conclusion

The findings indicate negative trends in verbal achievements for students with SEN-L at regular schools and at special needs schools. These are likely in part due to the pandemic-related restrictions in schooling.

与COVID-19大流行相关的学校限制导致中小学教育的学习缺陷，但可能以不同的方式影响不同群体的学生。我们关注在学习领域有特殊教育需要（SEN）的学生群体（SEN- l），通过比较不同的学生群体，调查他们在语言成绩方面的变化。我们还分析了大流行期间学习情况的特征在有特殊学习障碍和没有特殊学习障碍的学生之间是否存在差异，以及这些特征是否与学生的语言成绩有关。样本分析基于德国大规模评估的代表性数据，这些数据包括COVID-19大流行之前的学生群体和受大流行相关限制影响的学生群体的成绩分数（4级：2016/2021，non- sen /SEN-L > 23.300/1.500； 9级：2015/2022，non- sen /SEN-L > 29.000/1.300）。结果普通学校SEN-L学生和非SEN-L学生在阅读、听力和正字法上的平均成绩呈显著负向趋势，特殊需要学校SEN-L学生的成绩也呈负向趋势，但在所有领域均不具有统计学意义。多水平回归显示，疫情期间学生的学习状况与2021/2022学年的语言成绩之间存在显著关系，但在非SEN学生和SEN- l学生之间没有差异。结论普通学校和特殊需要学校SEN-L学生的语言成绩呈下降趋势。这在一定程度上可能是由于与大流行有关的学校限制。

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引用次数: 0

Adjusting strategies when reading reliable and unreliable texts 在阅读可靠和不可靠的文本时调整策略

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102218

Christian Tarchi , Lidia Casado-Ledesma , Elisa Guidi , Øistein Anmarkrud

Background

Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information.

Aims

This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information.

Sample

The study involved 130 university students.

Methods

Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies.

Results

The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation.

Conclusions

The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.

有效的多文本理解任务要求读者整合来自不同来源的信息，这些信息往往存在矛盾和不同程度的可靠性。了解源可靠性如何影响互文集成策略的使用对于理解冲突信息至关重要。目的本研究旨在探讨来源的可靠性如何影响互文整合策略的应用-特别是反驳，权衡和综合-在冲突信息处理过程中。这项研究涉及130名大学生。方法让参与者处理多个文本，同时分析他们的回答以使用互文整合策略。本研究对信息源的可靠性进行了操纵，以观察其对被试整合策略的影响。结果调查结果显示，学生很少使用加权和反驳策略，这阻碍了基于信度的综合评估他们调整这些策略的能力。然而，源可靠性的操纵显著影响了综合策略的有效利用。先验信念似乎影响综合作为跨文本的互文整合策略的使用，具有不同的可靠性水平。此外，被试对互文整合策略的认知可以预测其整合能力，而不受信度操纵的影响。结论虽然学生在整合策略上存在一定的困难，但提高互文整合意识可以提高他们协调冲突信息的能力。未来的研究应进一步探索支持基于信度的策略调整的教学方法。

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引用次数: 0