Pub Date : 2024-07-25DOI: 10.1016/j.learninstruc.2024.101962
Tino Endres , Alexander Eitel , K. Ann Renninger , Charlotte Vössing , Alexander Renkl
Background & aims
Instructional videos on the internet that incorporate emotional design often employ a narrative frame. This frame is intended to enhance the value of the content to-be-learned and, in turn, promote sustained learning in longer learning sessions. We tested whether the presence of a value-evoking narrative frame (vs. expository frame) actually enhances sustained learning.
Sample & methods
We employed a 2 × 2 × 3 mixed between-subject design (N = 128) with repeated measures on three 5-min sections of video. The between-subject factors included audiovisual design (emotional vs. neutral) and frame (narrative vs. expository).
Results & conclusion
We observed a three-way interaction between audiovisual design, frame, and learning phase with respect to learning outcomes: The narrative frame was essential for improving sustained learning at the end of the video. Without the narrative frame, emotional audiovisual design hindered sustained learning. This pattern of results suggests that employing a narrative frame maintains triggered situational interest and contributes significantly to sustained learning from instructional video.
{"title":"Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos","authors":"Tino Endres , Alexander Eitel , K. Ann Renninger , Charlotte Vössing , Alexander Renkl","doi":"10.1016/j.learninstruc.2024.101962","DOIUrl":"10.1016/j.learninstruc.2024.101962","url":null,"abstract":"<div><h3>Background & aims</h3><p>Instructional videos on the internet that incorporate emotional design often employ a narrative frame. This frame is intended to enhance the value of the content to-be-learned and, in turn, promote sustained learning in longer learning sessions. We tested whether the presence of a value-evoking narrative frame (vs. expository frame) actually enhances sustained learning.</p></div><div><h3>Sample & methods</h3><p>We employed a 2 × 2 × 3 mixed between-subject design (<em>N</em> = 128) with repeated measures on three 5-min sections of video. The between-subject factors included audiovisual design (emotional vs. neutral) and frame (narrative vs. expository).</p></div><div><h3>Results & conclusion</h3><p>We observed a three-way interaction between audiovisual design, frame, and learning phase with respect to learning outcomes: The narrative frame was essential for improving sustained learning at the end of the video. Without the narrative frame, emotional audiovisual design hindered sustained learning. This pattern of results suggests that employing a narrative frame maintains triggered situational interest and contributes significantly to sustained learning from instructional video.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101962"},"PeriodicalIF":4.7,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000896/pdfft?md5=bb39b174ea6615b1346c5dfbfeb28fab&pid=1-s2.0-S0959475224000896-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1016/j.learninstruc.2024.101979
Christian Schons , Andreas Obersteiner , Frank Fischer , Kristina Reiss
Background
Teachers need assessment competencies. That is, they need to assess students' learning outcomes accurately. Intervention studies that aimed at fostering (pre-service) teachers' assessment competencies during the assessment process show only limited effects on assessment accuracy. Adapting support measures to individual assessment processes has the potential to increase the effects. However, developing adaptive support requires a concise understanding of how assessment processes are related to individual learners’ dispositions (e.g., knowledge, interest) on the one hand and the accuracy of their assessments on the other.
Aims
We aimed to characterize the relationships between pre-service teachers’ dispositions, assessment process, and assessment accuracy to establish a basis for adaptive support during the assessment process.
Sample
We analysed 65 mathematics pre-service teachers’ assessment processes in a digital simulation of a task-based assessment situation.
Methods
Pre-service teachers' assessment processes were measured by recording their log data in a digital simulation. Patterns of process indicators were interpreted as modes of cognitive engagement. Process indicators included participants' selections of mathematical tasks and their interpretations of simulated students’ task solutions.
Results
We found pronounced individual differences in pre-service teachers' assessment processes, reflecting a passive, active, or constructive mode of engagement. Engagement modes were related to participants’ individual interest in student assessment. Moreover, engagement modes predicted differences in assessment accuracy above and beyond cognitive dispositions.
Conclusions
Log data from a digital simulation help unravel the link between teachers' dispositions and accuracy in assessment situations. The results provide a basis for developing adaptive support for pre-service mathematics teachers’ assessment competencies.
{"title":"Toward adaptive support of pre-service teachers' assessment competencies: Log data in a digital simulation reveal engagement modes","authors":"Christian Schons , Andreas Obersteiner , Frank Fischer , Kristina Reiss","doi":"10.1016/j.learninstruc.2024.101979","DOIUrl":"10.1016/j.learninstruc.2024.101979","url":null,"abstract":"<div><h3>Background</h3><p>Teachers need assessment competencies. That is, they need to assess students' learning outcomes accurately. Intervention studies that aimed at fostering (pre-service) teachers' assessment competencies during the assessment process show only limited effects on assessment accuracy. Adapting support measures to individual assessment processes has the potential to increase the effects. However, developing adaptive support requires a concise understanding of how assessment processes are related to individual learners’ dispositions (e.g., knowledge, interest) on the one hand and the accuracy of their assessments on the other.</p></div><div><h3>Aims</h3><p>We aimed to characterize the relationships between pre-service teachers’ dispositions, assessment process, and assessment accuracy to establish a basis for adaptive support during the assessment process.</p></div><div><h3>Sample</h3><p>We analysed 65 mathematics pre-service teachers’ assessment processes in a digital simulation of a task-based assessment situation.</p></div><div><h3>Methods</h3><p>Pre-service teachers' assessment processes were measured by recording their log data in a digital simulation. Patterns of process indicators were interpreted as modes of cognitive engagement. Process indicators included participants' selections of mathematical tasks and their interpretations of simulated students’ task solutions.</p></div><div><h3>Results</h3><p>We found pronounced individual differences in pre-service teachers' assessment processes, reflecting a passive, active, or constructive mode of engagement. Engagement modes were related to participants’ individual interest in student assessment. Moreover, engagement modes predicted differences in assessment accuracy above and beyond cognitive dispositions.</p></div><div><h3>Conclusions</h3><p>Log data from a digital simulation help unravel the link between teachers' dispositions and accuracy in assessment situations. The results provide a basis for developing adaptive support for pre-service mathematics teachers’ assessment competencies.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101979"},"PeriodicalIF":4.7,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001063/pdfft?md5=f6a495fa0ff449dbfc7f2e8585ba2dc4&pid=1-s2.0-S0959475224001063-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1016/j.learninstruc.2024.101978
Ronnel B. King , Joseph Y. Haw , Yi Wang
Background
Self-determination theory (SDT) posits that teachers who engage in need-supportive teaching through satisfying students’ basic needs for autonomy, competence, and relatedness facilitate optimal well-being. However, there are debates about the purported applicability and relevance of need-supportive teaching across cultural, economic, and political contexts.
Aims
This study examined whether need-supportive teaching was associated with students’ subjective, eudaimonic, and cognitive well-being. These relationships were tested across different macro-contexts, including cultural, economic, and political systems.
Sample
We drew on data from 535,512 students across 70 countries. These students came from diverse cultural groups (Western Europe, Eastern-Central Europe, Eastern Europe, Latin America, English-speaking, Confucian, Southeast Asia, and Africa and the Middle East), economic systems (high, upper-middle, and lower-middle-income), and political climates (full democracies, flawed democracies, hybrid, and authoritarian regimes).
Methods
Confirmatory factor analyses, structural equation modelling, and multi-group invariance tests were conducted.
Results
By and large, need-supportive teaching was associated with better well-being across cultural, economic, and political contexts. However, the magnitude of associations was somewhat different across macro-contexts. Minor deviations from the general pattern were also found in a few cultural groups.
Conclusions
Across the globe, students who perceived their teachers to engage in need-supportive teaching were also more likely to experience better well-being. The results supported the universalist perspective, which recognizes the existence of broad universal patterns alongside contextual differences.
{"title":"Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective","authors":"Ronnel B. King , Joseph Y. Haw , Yi Wang","doi":"10.1016/j.learninstruc.2024.101978","DOIUrl":"10.1016/j.learninstruc.2024.101978","url":null,"abstract":"<div><h3>Background</h3><p>Self-determination theory (SDT) posits that teachers who engage in need-supportive teaching through satisfying students’ basic needs for autonomy, competence, and relatedness facilitate optimal well-being. However, there are debates about the purported applicability and relevance of need-supportive teaching across cultural, economic, and political contexts.</p></div><div><h3>Aims</h3><p>This study examined whether need-supportive teaching was associated with students’ subjective, eudaimonic, and cognitive well-being. These relationships were tested across different macro-contexts, including cultural, economic, and political systems.</p></div><div><h3>Sample</h3><p>We drew on data from 535,512 students across 70 countries. These students came from diverse cultural groups (Western Europe, Eastern-Central Europe, Eastern Europe, Latin America, English-speaking, Confucian, Southeast Asia, and Africa and the Middle East), economic systems (high, upper-middle, and lower-middle-income), and political climates (full democracies, flawed democracies, hybrid, and authoritarian regimes).</p></div><div><h3>Methods</h3><p>Confirmatory factor analyses, structural equation modelling, and multi-group invariance tests were conducted.</p></div><div><h3>Results</h3><p>By and large, need-supportive teaching was associated with better well-being across cultural, economic, and political contexts. However, the magnitude of associations was somewhat different across macro-contexts. Minor deviations from the general pattern were also found in a few cultural groups.</p></div><div><h3>Conclusions</h3><p>Across the globe, students who perceived their teachers to engage in need-supportive teaching were also more likely to experience better well-being. The results supported the universalist perspective, which recognizes the existence of broad universal patterns alongside contextual differences.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101978"},"PeriodicalIF":4.7,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1016/j.learninstruc.2024.101977
Johanna Fleckenstein , Thorben Jansen , Jennifer Meyer , Ruth Trüb , Emily E. Raubach , Stefan D. Keller
Background
Successful feedback should provide learning goals, evaluate current performance and indicate improvement strategies. Furthermore, feedback can only positively affect student performance if students actively engage with it. Thus, it is necessary to consider the feedback reception process in addition to the feedback information itself.
Aims
This study compares the effects of different types of feedback information on the writing performance of lower secondary students of English as a foreign language (EFL) in a digital learning environment. Behavioral engagement was considered as a mediator of the feedback effect.
Sample
Participants were N = 338 eighth- and ninth-grade EFL students (54.7% female) enrolled in lower-secondary education within the Swiss school system.
Methods
We conducted a web-based randomized-controlled experiment, in which students were randomly assigned to four conditions receiving varying amounts of rubric-based feedback information. We used log data (time on feedback page) as a proxy for their behavioral engagement with the feedback.
Results
Even though writing performance improved substantially across conditions, there were no differential effects of the type of feedback information on performance. However, EFL learners who received individual performance information spent more time with the feedback, especially those with low prior achievement. Mediation analysis showed that the effectiveness of the feedback was mediated by the time spent on the feedback as an indicator of students' behavioral engagement.
Conclusions
Advantages for individual performance feedback over more general information were observed as a function of time spent with the feedback. This finding implies that engagement should be considered in feedback research.
{"title":"How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance","authors":"Johanna Fleckenstein , Thorben Jansen , Jennifer Meyer , Ruth Trüb , Emily E. Raubach , Stefan D. Keller","doi":"10.1016/j.learninstruc.2024.101977","DOIUrl":"10.1016/j.learninstruc.2024.101977","url":null,"abstract":"<div><h3>Background</h3><p>Successful feedback should provide learning goals, evaluate current performance and indicate improvement strategies. Furthermore, feedback can only positively affect student performance if students actively engage with it. Thus, it is necessary to consider the feedback reception process in addition to the feedback information itself.</p></div><div><h3>Aims</h3><p>This study compares the effects of different types of feedback information on the writing performance of lower secondary students of English as a foreign language (EFL) in a digital learning environment. Behavioral engagement was considered as a mediator of the feedback effect.</p></div><div><h3>Sample</h3><p>Participants were <em>N</em> = 338 eighth- and ninth-grade EFL students (54.7% female) enrolled in lower-secondary education within the Swiss school system.</p></div><div><h3>Methods</h3><p>We conducted a web-based randomized-controlled experiment, in which students were randomly assigned to four conditions receiving varying amounts of rubric-based feedback information. We used log data (time on feedback page) as a proxy for their behavioral engagement with the feedback.</p></div><div><h3>Results</h3><p>Even though writing performance improved substantially across conditions, there were no differential effects of the type of feedback information on performance. However, EFL learners who received individual performance information spent more time with the feedback, especially those with low prior achievement. Mediation analysis showed that the effectiveness of the feedback was mediated by the time spent on the feedback as an indicator of students' behavioral engagement.</p></div><div><h3>Conclusions</h3><p>Advantages for individual performance feedback over more general information were observed as a function of time spent with the feedback. This finding implies that engagement should be considered in feedback research.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101977"},"PeriodicalIF":4.7,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S095947522400104X/pdfft?md5=88177ef7e219a2c6a8ef34a560012b9b&pid=1-s2.0-S095947522400104X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In higher education, students often avoid desirably difficult learning strategies, such as interleaved practice, thereby limiting their learning outcomes.
Aim
We studied why students (under)utilize interleaved practice and whether an intervention that combines theory- and experience-based support can improve their immediate and delayed strategy decisions.
Sample
Higher education students (N = 120) from the Prolific participant pool were recruited.
Methods
They were randomized into four conditions: Theory-based support, experience-based support, full-treatment, and no support. The theory-based support was refutations that challenged students’ erroneous beliefs about learning strategies and warned them about inaccurate monitoring of effort and learning. The experience-based support was metacognitive prompts in the form of visual feedback. This visual prompt showed students the development of their perceived effort and learning across time.
Results
Pre-intervention use of interleaved practice was 18%. Students experienced more effort and low learning, at least initially, when using interleaved practice, although actual learning was enhanced. Full-treatment and refutations increased the use of interleaved practice significantly more compared to the other conditions: From 24% to 88% and from 20% to 70%, respectively. Yet, refutations were the necessary and sufficient condition for this improvement.
Conclusion
Refutations and visual prompts form a strong strategy intervention that improves the self-regulated use of interleaved practice in immediate and delayed-transfer learning tasks. But, refutations are the key ingredient for this improvement.
背景在高等教育中，学生经常回避理想的困难学习策略，如交错练习，从而限制了他们的学习成果。AimWe studied why students (under) utililize interleaved practice and whether an intervention that combines-ory- and experience-based support can improve their immediate and delayed strategy decisions.SampleHigher education students (N = 120) from the Prolific participant pool were recruited.Methods他们被随机分为四个条件：他们被随机分为四种情况：基于理论的支持、基于经验的支持、全面治疗和无支持。基于理论的支持是对学生关于学习策略的错误信念提出质疑，并警告他们不要对努力和学习进行不准确的监控。基于经验的支持是以视觉反馈的形式进行元认知提示。结果 在干预前，交错练习的使用率为 18%。虽然实际学习效果有所提高，但至少在最初使用交错练习时，学生的努力程度较高，学习效果较差。与其他条件相比，全面治疗和反驳显著提高了交错练习的使用率：分别从 24% 增加到 88%，从 20% 增加到 70%。结论 反驳和视觉提示构成了一种强有力的策略干预，可提高在即时和延迟转移学习任务中使用交错练习的自我调节能力。但是，反驳是这种改进的关键因素。
{"title":"Instruction meets experience: Using theory- and experience-based methods to promote the use of desirable difficulties","authors":"Erdem Onan , Felicitas Biwer , Wisnu Wiradhany , Anique B.H. de Bruin","doi":"10.1016/j.learninstruc.2024.101942","DOIUrl":"10.1016/j.learninstruc.2024.101942","url":null,"abstract":"<div><h3>Background</h3><p>In higher education, students often avoid desirably difficult learning strategies, such as interleaved practice, thereby limiting their learning outcomes.</p></div><div><h3>Aim</h3><p>We studied why students (under)utilize interleaved practice and whether an intervention that combines theory- and experience-based support can improve their immediate and delayed strategy decisions.</p></div><div><h3>Sample</h3><p>Higher education students (<em>N</em> = 120) from the Prolific participant pool were recruited.</p></div><div><h3>Methods</h3><p>They were randomized into four conditions: Theory-based support, experience-based support, full-treatment, and no support. The theory-based support was refutations that challenged students’ erroneous beliefs about learning strategies and warned them about inaccurate monitoring of effort and learning. The experience-based support was metacognitive prompts in the form of visual feedback. This visual prompt showed students the development of their perceived effort and learning across time.</p></div><div><h3>Results</h3><p>Pre-intervention use of interleaved practice was 18%. Students experienced more effort and low learning, at least initially, when using interleaved practice, although actual learning was enhanced. Full-treatment and refutations increased the use of interleaved practice significantly more compared to the other conditions: From 24% to 88% and from 20% to 70%, respectively. Yet, refutations were the necessary and sufficient condition for this improvement.</p></div><div><h3>Conclusion</h3><p>Refutations and visual prompts form a strong strategy intervention that improves the self-regulated use of interleaved practice in immediate and delayed-transfer learning tasks. But, refutations are the key ingredient for this improvement.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101942"},"PeriodicalIF":4.7,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000690/pdfft?md5=3332624b5c22991fa3b5e2465309a83d&pid=1-s2.0-S0959475224000690-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1016/j.learninstruc.2024.101975
Xiaomei Ye , Qiran Wang
Introduction
Although the role of the teacher-student relationship has been confirmed, how it improves the cognitive ability of left-behind children remains to be further discussed.
Objectives
The primary aim of this study was to analyze the role of teacher-student relationships on left-behind children's cognitive ability, along with the underlying mechanisms.
Methods
This article selected 9449 students, encompassing 2199 left-behind children, from the China Education Panel Survey for analysis. First, correlation analysis and ordinary least squares (OLS) regression were used to estimate the relationship between teacher-student relationships and left-behind children's cognitive ability. Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms.
Results
Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. Furthermore, the teacher-student relationship can improve teachers' support for left-behind children and their learning attitudes, thereby promoting their cognitive development.
Conclusion
This study examined that the teacher-student relationship could promote the cognitive ability of left-behind children through teacher support and students' learning attitudes.
引言 虽然师生关系的作用已被证实，但它如何提高留守儿童的认知能力还有待进一步探讨。研究目的 本研究的主要目的是分析师生关系对留守儿童认知能力的作用及其内在机制。首先，采用相关分析和普通最小二乘法（OLS）回归估计师生关系与留守儿童认知能力之间的关系。其次，使用布林德-瓦哈卡分解技术估计师生关系对留守儿童与非留守儿童认知能力差距的贡献。最后，利用广义结构方程模型（GSEM）和自引导中介检验（bootstrap tests for mediation）来阐明其背后的机制。前一学年和当前学年的师生关系都被证明能提高儿童的认知能力。然而，只有上一学年的师生关系对留守儿童的认知能力有积极的预测作用。当留守儿童的师生关系改善到非留守儿童的平均水平时，他们的认知能力差距将缩小 3.14%。此外，师生关系还能改善教师对留守儿童的支持和留守儿童的学习态度，从而促进留守儿童的认知发展。
{"title":"Can teacher-student relationship improve the cognitive ability of left-behind children in China? The mediating role of teacher support and learning attitude","authors":"Xiaomei Ye , Qiran Wang","doi":"10.1016/j.learninstruc.2024.101975","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101975","url":null,"abstract":"<div><h3>Introduction</h3><p>Although the role of the teacher-student relationship has been confirmed, how it improves the cognitive ability of left-behind children remains to be further discussed.</p></div><div><h3>Objectives</h3><p>The primary aim of this study was to analyze the role of teacher-student relationships on left-behind children's cognitive ability, along with the underlying mechanisms.</p></div><div><h3>Methods</h3><p>This article selected 9449 students, encompassing 2199 left-behind children, from the China Education Panel Survey for analysis. First, correlation analysis and ordinary least squares (OLS) regression were used to estimate the relationship between teacher-student relationships and left-behind children's cognitive ability. Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms.</p></div><div><h3>Results</h3><p>Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. Furthermore, the teacher-student relationship can improve teachers' support for left-behind children and their learning attitudes, thereby promoting their cognitive development.</p></div><div><h3>Conclusion</h3><p>This study examined that the teacher-student relationship could promote the cognitive ability of left-behind children through teacher support and students' learning attitudes.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101975"},"PeriodicalIF":4.7,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.1016/j.learninstruc.2024.101969
Sanne Appels , Sietske van Viersen , Sara van Erp , Lisette Hornstra , Elise de Bree
Background
To date little is known about factors that might contribute to positive literacy outcomes in children with (a risk of) reading difficulties (RD). Research into resilience in literacy is needed to understand why some children with (a risk of) RD can overcome their difficulties in the face of adversity.
Aim
This scoping review aims to 1) provide a framework and operationalize study designs and statistical approaches for studying academic resilience; and 2) systematically review empirical evidence for promotive, protective, and skill-enhancing factors involved in resilience in atypical literacy development of children with (a risk of) word-level RD.
Method
The systematic literature search included empirical studies with a focus on compensation in literacy development, including samples of 6- to 16-year-old children with a detectable (risk of) word-level RD. Outcome measures had to include at least one relevant literacy measure.
Results
Analysis of the 22 included studies revealed two main findings: 1) most studies had (very) small sample sizes and thus low statistical power to find relevant effects; 2) study designs and/or statistical analyses used were often insufficient to distinguish between promotive, protective, and skill-enhancing factors. Furthermore, findings point towards underrecognition of evidence for promotive and skill-enhancing factors as well as overinterpretation of the same evidence towards protective effects.
Conclusion
Overall, empirical evidence for protective factors is sparse and at present based on only a few studies. Based on the current findings, we state implications for the field of educational psychology in planning and conducting research into resilience in literacy.
{"title":"A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors","authors":"Sanne Appels , Sietske van Viersen , Sara van Erp , Lisette Hornstra , Elise de Bree","doi":"10.1016/j.learninstruc.2024.101969","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101969","url":null,"abstract":"<div><h3>Background</h3><p>To date little is known about factors that might contribute to positive literacy outcomes in children with (a risk of) reading difficulties (RD). Research into resilience in literacy is needed to understand why some children with (a risk of) RD can overcome their difficulties in the face of adversity.</p></div><div><h3>Aim</h3><p>This scoping review aims to 1) provide a framework and operationalize study designs and statistical approaches for studying academic resilience; and 2) systematically review empirical evidence for promotive, protective, and skill-enhancing factors involved in resilience in atypical literacy development of children with (a risk of) word-level RD.</p></div><div><h3>Method</h3><p>The systematic literature search included empirical studies with a focus on compensation in literacy development, including samples of 6- to 16-year-old children with a detectable (risk of) word-level RD. Outcome measures had to include at least one relevant literacy measure.</p></div><div><h3>Results</h3><p>Analysis of the 22 included studies revealed two main findings: 1) most studies had (very) small sample sizes and thus low statistical power to find relevant effects; 2) study designs and/or statistical analyses used were often insufficient to distinguish between promotive, protective, and skill-enhancing factors. Furthermore, findings point towards underrecognition of evidence for promotive and skill-enhancing factors as well as overinterpretation of the same evidence towards protective effects.</p></div><div><h3>Conclusion</h3><p>Overall, empirical evidence for protective factors is sparse and at present based on only a few studies. Based on the current findings, we state implications for the field of educational psychology in planning and conducting research into resilience in literacy.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101969"},"PeriodicalIF":4.7,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000963/pdfft?md5=67b2dd7770b415da46eeda1c9009866b&pid=1-s2.0-S0959475224000963-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.1016/j.learninstruc.2024.101972
Tim Kirchhoff , Matthias Wilde , Christoph Randler , Nadine Großmann
Background
Many outreach science laboratories have been established in the fields of STEM to counteract negative developments in student motivation such as a decrease in mastery-approach goal orientation and an increase in avoidance-performance goal orientation. Studies to date have not yet addressed the question whether a visit to an outreach science laboratory could have a buffering or counteracting effect on these negative developments.
Aims
We investigated differences in students’ state goal orientations, state of interest, perceived need satisfaction, and perceived pressure when conducting experiments in an outreach science laboratory or at school.
Sample
Participants were 358 German school students (age: M = 16.43 years, SD = 0.76 years; gender: 58% female).
Methods
In a quasi-experimental study, the students conducted the same experiments at an outreach science laboratory (n = 186) or at school (n = 171) under local conditions.
Results
The students in the outreach science laboratory perceived themselves as more competent, more related, and less pressured than the students at school. Their state of interest and perceived autonomy were similarly high. Furthermore, we found no differences in their state mastery-approach goal orientation, while the students in the outreach science laboratory exhibited lower performance goal orientations than the students at school.
Conclusions
Our findings support the assumption that students may be motivated to learn about biological content in outreach science laboratories as at school, but with more competence perception and beyond performance pressure. Regarding the recent negative developments of student motivation, outreach science laboratories might be valuable complements to formal biology education.
{"title":"Are you learning or performing? A comparison of students’ goal orientation during experimentation at an outreach science laboratory and at school using the CEAS model","authors":"Tim Kirchhoff , Matthias Wilde , Christoph Randler , Nadine Großmann","doi":"10.1016/j.learninstruc.2024.101972","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101972","url":null,"abstract":"<div><h3>Background</h3><p>Many outreach science laboratories have been established in the fields of STEM to counteract negative developments in student motivation such as a decrease in mastery-approach goal orientation and an increase in avoidance-performance goal orientation. Studies to date have not yet addressed the question whether a visit to an outreach science laboratory could have a buffering or counteracting effect on these negative developments.</p></div><div><h3>Aims</h3><p>We investigated differences in students’ state goal orientations, state of interest, perceived need satisfaction, and perceived pressure when conducting experiments in an outreach science laboratory or at school.</p></div><div><h3>Sample</h3><p>Participants were 358 German school students (age: <em>M</em> = 16.43 years, <em>SD</em> = 0.76 years; gender: 58% female).</p></div><div><h3>Methods</h3><p>In a quasi-experimental study, the students conducted the same experiments at an outreach science laboratory (<em>n</em> = 186) or at school (<em>n</em> = 171) under local conditions.</p></div><div><h3>Results</h3><p>The students in the outreach science laboratory perceived themselves as more competent, more related, and less pressured than the students at school. Their state of interest and perceived autonomy were similarly high. Furthermore, we found no differences in their state mastery-approach goal orientation, while the students in the outreach science laboratory exhibited lower performance goal orientations than the students at school.</p></div><div><h3>Conclusions</h3><p>Our findings support the assumption that students may be motivated to learn about biological content in outreach science laboratories as at school, but with more competence perception and beyond performance pressure. Regarding the recent negative developments of student motivation, outreach science laboratories might be valuable complements to formal biology education.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101972"},"PeriodicalIF":4.7,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000999/pdfft?md5=c5191ffe79860aa89bf1be7eb77ab776&pid=1-s2.0-S0959475224000999-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-05DOI: 10.1016/j.learninstruc.2024.101973
Stefanie Golke, Jörg Wittwer
Background
Informative narratives are texts that embed factual information in a story. They are often believed to increase not only text comprehension but also situational interest compared with expository texts. However, research regarding their impact on situational interest is missing.
Aims
We examined the effect of informative narratives and expository texts on situational interest and how this impact affected text comprehension. Additionally, we investigated whether the learner-related factors individual interest, need for cognition, and need for affect moderate the relationship between text type and situational interest.
Sample
Participants were 123 university students.
Methods
In a randomized design, participants read either informative narratives or expository texts about biology topics. They completed measures of situational interest and text comprehension and questionnaires on need for cognition, need for affect, and individual interest.
Results
The informative narratives led to a higher situational interest than the expository texts. Although situational interest and text comprehension were positively related, informative narratives did not lead to better text comprehension than expository texts. In fact, the positive effect of informative narratives on situational interest counteracted a negative direct effect on comprehension. Moreover, none of the tested moderator effects were significant. However, learners with higher need for cognition and higher individual interest developed a higher situational interest across both types of text.
Conclusions
Overall, the findings suggest that informative narratives are useful to promote situational interest in science education, even when they do not enhance text comprehension compared with expository texts.
{"title":"Informative narratives increase students’ situational interest in science topics","authors":"Stefanie Golke, Jörg Wittwer","doi":"10.1016/j.learninstruc.2024.101973","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101973","url":null,"abstract":"<div><h3>Background</h3><p>Informative narratives are texts that embed factual information in a story. They are often believed to increase not only text comprehension but also situational interest compared with expository texts. However, research regarding their impact on situational interest is missing.</p></div><div><h3>Aims</h3><p>We examined the effect of informative narratives and expository texts on situational interest and how this impact affected text comprehension. Additionally, we investigated whether the learner-related factors individual interest, need for cognition, and need for affect moderate the relationship between text type and situational interest.</p></div><div><h3>Sample</h3><p>Participants were 123 university students.</p></div><div><h3>Methods</h3><p>In a randomized design, participants read either informative narratives or expository texts about biology topics. They completed measures of situational interest and text comprehension and questionnaires on need for cognition, need for affect, and individual interest.</p></div><div><h3>Results</h3><p>The informative narratives led to a higher situational interest than the expository texts. Although situational interest and text comprehension were positively related, informative narratives did not lead to better text comprehension than expository texts. In fact, the positive effect of informative narratives on situational interest counteracted a negative direct effect on comprehension. Moreover, none of the tested moderator effects were significant. However, learners with higher need for cognition and higher individual interest developed a higher situational interest across both types of text.</p></div><div><h3>Conclusions</h3><p>Overall, the findings suggest that informative narratives are useful to promote situational interest in science education, even when they do not enhance text comprehension compared with expository texts.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101973"},"PeriodicalIF":4.7,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001002/pdfft?md5=fb3f3bdd8ddef42ae1cf6cef7c23258b&pid=1-s2.0-S0959475224001002-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-03DOI: 10.1016/j.learninstruc.2024.101965
Renske Bouwer , Marije van Braak , Chiel van der Veen
Background
Upper-primary students struggle with writing, focusing on surface aspects when writing and rewriting. Dialogic talk between writers and readers may increase audience awareness and feedback engagement, which can lead to more meaningful comments and text revisions.
Aims
This quasi-experimental study investigates the effects of a dialogic writing intervention on the nature and focus of the dialogic peer conversations, and on students’ revision behavior.
Sample
Participants were 84 grade six students from four regular classrooms including monolingual (n = 59) and multilingual students (n = 25). Two classes were randomly assigned to the dialogic writing intervention and received support for dialogic talk by a conversation card for students and a practice-based professional development program for teachers. The other classes formed the control group.
Methods
All students wrote four argumentative texts by writing a first draft, discussing the text in groups of three, and revising the text. We collected all the drafts and revised versions of students’ texts, resulting in 204 texts in total. We also recorded peer feedback conversations in each class and for each writing task, resulting in 86 peer feedback recordings – 37 in the intervention condition and 49 in the control condition. We adopted a mixed-methods approach to the data, with discourse and conversation analysis to evaluate the nature and focus of the dialogic peer conversations and text analysis to examine text revisions.
Results
Students who received additional support for dialogic talk engaged in more exploratory peer conversations marked by open-ended questions and collaborative reasoning. Qualitative results showed that both the teacher and the conversation card have a crucial role in shaping meaningful dialogic peer conversations. These dialogues led to a shift in peer comments from a focus on lower to higher-order aspects of the text, resulting in higher-order text revisions.
Conclusions
This study suggests that a dialogic writing intervention with support for students and teachers enhances students' ability to engage in meaningful discussions about their writing. This promotes comments on higher-order aspects and effective text revisions.
{"title":"Dialogic writing in the upper grades of primary school: How to support peer feedback conversations that promote meaningful revisions","authors":"Renske Bouwer , Marije van Braak , Chiel van der Veen","doi":"10.1016/j.learninstruc.2024.101965","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101965","url":null,"abstract":"<div><h3>Background</h3><p>Upper-primary students struggle with writing, focusing on surface aspects when writing and rewriting. Dialogic talk between writers and readers may increase audience awareness and feedback engagement, which can lead to more meaningful comments and text revisions.</p></div><div><h3>Aims</h3><p>This quasi-experimental study investigates the effects of a dialogic writing intervention on the nature and focus of the dialogic peer conversations, and on students’ revision behavior.</p></div><div><h3>Sample</h3><p>Participants were 84 grade six students from four regular classrooms including monolingual (<em>n</em> = 59) and multilingual students (<em>n</em> = 25). Two classes were randomly assigned to the dialogic writing intervention and received support for dialogic talk by a conversation card for students and a practice-based professional development program for teachers. The other classes formed the control group.</p></div><div><h3>Methods</h3><p>All students wrote four argumentative texts by writing a first draft, discussing the text in groups of three, and revising the text. We collected all the drafts and revised versions of students’ texts, resulting in 204 texts in total. We also recorded peer feedback conversations in each class and for each writing task, resulting in 86 peer feedback recordings – 37 in the intervention condition and 49 in the control condition. We adopted a mixed-methods approach to the data, with discourse and conversation analysis to evaluate the nature and focus of the dialogic peer conversations and text analysis to examine text revisions.</p></div><div><h3>Results</h3><p>Students who received additional support for dialogic talk engaged in more exploratory peer conversations marked by open-ended questions and collaborative reasoning. Qualitative results showed that both the teacher and the conversation card have a crucial role in shaping meaningful dialogic peer conversations. These dialogues led to a shift in peer comments from a focus on lower to higher-order aspects of the text, resulting in higher-order text revisions.</p></div><div><h3>Conclusions</h3><p>This study suggests that a dialogic writing intervention with support for students and teachers enhances students' ability to engage in meaningful discussions about their writing. This promotes comments on higher-order aspects and effective text revisions.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101965"},"PeriodicalIF":4.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000926/pdfft?md5=dfbc884cf92583c4a5886ede04b7facf&pid=1-s2.0-S0959475224000926-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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