Learning and Instruction最新文献_第8页

Bilingual word learning: Recognizing novel words in context 双语词汇学习：在语境中识别新单词

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-23 DOI: 10.1016/j.learninstruc.2025.102230

Justin Lauro , Pâmela Freitas Pereira Toassi , Ana Beatriz Arêas da Luz Fontes

Background

This study examined the effects of semantic and language variability on novel word learning in bilinguals. We investigated whether varied semantic contexts improve novel word learning in both the dominant and non-dominant language, particularly for novel words across a range of cross-language orthographic overlap.

Methods

Two within-subjects experiments were conducted with English-Spanish (n = 48) and Brazilian Portuguese-English bilinguals (n = 68). Participants studied rare words in repeated or varied semantic contexts across different language conditions (dominant-only, non-dominant-only, or both languages). Reading times for sentences during the study session, accuracy and response times in a semantic relatedness task, measured word learning.

Results

Sentence reading times decreased with each presentation, especially in repeated contexts and when words were presented in the dominant language. Cross-language orthographic overlap significantly moderated reading times of the whole sentence when novel target words were studied in both languages (translation equivalents). The post-test semantic relatedness task presented more complex findings. English-Spanish bilinguals benefited more from words studied in varied semantic contexts, while Brazilian Portuguese-English bilinguals showed an advantage for repeated contexts, likely due to differing task completion strategies and language use patterns between the groups.

Conclusions

While some findings aligned with the Context Variability Hypothesis, other findings revealed more nuanced effects of semantic and language variability. Findings were interpreted within an instance-based theoretical framework of word learning. Language variability across study encounters may provide additional retrieval cues, facilitating novel word learning in bilinguals. However, the effects are moderated by task demands and specific language-pairs.

本研究探讨了语义和语言变异对双语学习者新单词学习的影响。我们研究了不同的语义上下文是否能在优势语言和非优势语言中促进新单词的学习，特别是跨语言正字法重叠的新单词。方法采用英语-西班牙语（n = 48）和巴西葡萄牙语-英语双语者（n = 68）进行两项受试者内实验。参与者在不同的语言条件下（仅占主导地位、仅占非主导地位或两种语言），在重复或不同的语义语境中研究罕见词。在学习过程中阅读句子的时间，语义关联任务的准确性和反应时间，测量单词学习。结果句子的阅读时间随着每次呈现而减少，尤其是在重复的语境和以优势语言呈现单词时。跨语言正字法重叠显著调节了在两种语言中研究新目标词（翻译等效词）时整个句子的阅读时间。后测语义关联任务的结果更为复杂。英语-西班牙双语者从不同语义语境中学习的单词中获益更多，而巴西-葡萄牙-英语双语者在重复语境中表现出优势，这可能是由于两组之间不同的任务完成策略和语言使用模式。虽然一些研究结果与上下文变异性假说相一致，但其他研究结果揭示了语义和语言变异性的微妙影响。研究结果在基于实例的单词学习理论框架内进行了解释。学习过程中的语言差异可能提供额外的检索线索，促进双语者学习新单词。然而，这种影响被任务要求和特定语言对所缓和。

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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 : 2025-09-23 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

Take a deep breath or screem it all out: Emotion regulation strategies of young students 深吸一口气，还是把一切都屏蔽掉：年轻学生的情绪调节策略

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-23 DOI: 10.1016/j.learninstruc.2025.102213

Bernadette van Berk , Charlotte Dignath

Background

Emotion regulation (ER) is a critical component of effective self-regulated learning (SRL), which has been increasingly researched in the last decades. However, there is still insufficient empirical research on emotions and emotion regulation in early years of schooling.

Aims

This study aims to identify ER strategies of young learners, triangulate different ER measures, and investigate variables that explain variation in ER.

Sample

82 primary school students aged from 7 to 12 years (M = 10.16 (SD = 1.24); 51 % female) and their parents participated in the study.

Method

To gain deep insights into young students' ER in achievement situations, a multimodal approach was applied. In a semi-structured interview, students were asked to report their approach when facing negative emotions, low motivation or low concentration during learning. In addition, students' think-aloud during a problem-solving task, their ER self-report and their parents’ rating about ER was assessed.

Results

Results highlight the different nature of the four different ER assessment methods that measure different aspects of ER. Moreover, findings suggest that elementary school students use a range of ER strategies depending on the contexts. Furthermore, control and value beliefs regarding ER strategy use were associated with ER measured with the interview and reported in self-ratings.

Conclusion

This study offers valuable insights into how young learners regulate their negative emotions during learning, highlighting the importance of understanding factors influencing ER in young learners and why some students may not engage in ER strategies during learning. By emphasizing the need for multi-method approaches and intentional use of specific ER assessment methods beyond traditional questionnaires, the study advances the field, offering a more nuanced understanding of young learners’ ER processes within the SRL context.

降级调节（ER）是有效自我调节学习（SRL）的一个重要组成部分，近几十年来得到了越来越多的研究。然而，关于早期学龄期情绪与情绪调节的实证研究仍然不足。目的本研究旨在确定青少年学习者的ER策略，对不同的ER测量方法进行三角测量，并探讨解释ER差异的变量。样本：7 ~ 12岁小学生82名(M = 10.16 (SD = 1.24)；（51%为女性）和他们的父母参与了这项研究。方法采用多模式研究方法，深入了解青年学生在成就情境下的ER。在一个半结构化的访谈中，学生们被要求报告他们在学习中面对消极情绪、低动力或低注意力时的做法。此外，研究人员还评估了学生在解决问题时的大声思考、他们的ER自我报告和父母对ER的评价。结果强调了四种不同的ER评估方法的不同性质，这些方法测量了ER的不同方面。此外，研究结果表明，小学生根据不同的情境使用了一系列的ER策略。此外，关于ER策略使用的控制和价值信念与访谈测量的ER相关，并在自我评定中报告。结论本研究对青少年学习者在学习过程中如何调节消极情绪提供了有价值的见解，强调了理解影响青少年学习者消极情绪策略的因素的重要性，以及为什么有些学生在学习过程中可能不采用消极情绪策略。通过强调多方法方法的必要性，以及在传统问卷调查之外有意使用特定的ER评估方法，该研究推进了该领域的发展，为SRL背景下年轻学习者的ER过程提供了更细致入微的理解。

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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 : 2025-09-20 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

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 : 2025-09-18 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

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 : 2025-09-17 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

Exploring creativity in self-regulated learning and its association with academic performance 探索自主学习中的创造力及其与学习成绩的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-16 DOI: 10.1016/j.learninstruc.2025.102224

Xiaowen Wang , Huiguang Ren , Roni Reiter-Palmon , Weiguo Pang

Background

Despite global acknowledgment of the importance of fostering creativity in education, there is a gap in understanding creativity in learning process.

Aims

This study examines how creativity manifests in students’ use of learning strategies within self-regulated learning (SRL) and how it relates to self-efficacy and academic performance. Specifically, we explore the relations between four indicators of creativity (fluency, flexibility, originality, and usefulness) and self-monitoring, and examine how these indicators influence self-efficacy and academic performance.

Sample

Participants were 100 undergraduate students (M_age = 19.48 years; SD = 0.86; 70 % female) from a first-year psychological statistics class.

Methods

Using a diary approach over 14 days before the final exam, participants documented their learning strategies and assessed their self-monitoring and academic self-efficacy daily. Final exam scores were recorded as academic performance. Creativity in the application of learning strategies was codified into four indicators: fluency (number of strategies used), flexibility (number of strategy categories and category switches), originality (uniqueness of strategies), and usefulness (perceived effectiveness of strategies).

Results

Dynamic structural equation models indicated that fluency and flexibility (category number) positively predicted next-day self-monitoring, while self-monitoring predicted next-day flexibility (category switch) and usefulness. Regression analyses showed significant positive relations between fluency, flexibility (category number and switch), usefulness, and academic performance. Academic self-efficacy mediated the relation between fluency, flexibility (category number), originality, usefulness, and academic performance.

Conclusion

This study illuminates the creative dimension in the application of learning strategies within SRL, highlighting how creativity dynamically interacts with self-monitoring and self-efficacy to enhance academic performance.

尽管全球都认识到在教育中培养创造力的重要性，但对学习过程中的创造力的认识还存在差距。目的研究自我调节学习中创造性在学生学习策略使用中的表现及其与自我效能感和学习成绩的关系。具体而言，我们探讨了创造力的四个指标（流利性、灵活性、独创性和有用性）与自我监控之间的关系，并研究了这些指标如何影响自我效能感和学习成绩。样本参与者为100名来自一年级心理统计班的本科生（年龄= 19.48岁；SD = 0.86； 70%为女性）。方法在期末考试前14天采用日记的方法，参与者每天记录他们的学习策略，并评估他们的自我监控和学业自我效能。期末考试成绩被记录为学习成绩。学习策略应用中的创造力被归类为四个指标：流利性（使用策略的数量）、灵活性（策略类别和类别转换的数量）、独创性（策略的独特性）和有用性（策略的感知有效性）。结果动态结构方程模型显示，流利性和灵活性（类别数）正预测次日自我监测，而自我监测正预测次日灵活性（类别切换）和有用性。回归分析显示流畅性、灵活性（类别数和转换）、有用性和学习成绩之间存在显著的正相关。学业自我效能在流利性、灵活性（类别数）、独创性、有用性和学业成绩之间起中介作用。结论本研究揭示了创造性维度在中小学生学习策略应用中的作用，揭示了创造性与自我监控和自我效能感的动态交互作用对学业成绩的影响。

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引用次数: 0

Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions 教师的专业视野在课堂上是否可见？探索教师基于知识的推理与观察到的课堂互动之间的联系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-16 DOI: 10.1016/j.learninstruc.2025.102220

Heli Muhonen , Eija Pakarinen , Marja-Kristiina Lerkkanen

Background

It has been posited that teachers' professional vision reflects their pedagogical competence and expertise; however, the empirical evidence supporting these claims remains inadequate to construct comprehensive research-based knowledge of teachers' professional vision as a background mechanism underpinning their classroom interactions. To develop high-quality classroom interactions that support student learning, we need insight into teachers’ professional vision behind their practices in classroom interactions.

Aims

This study explored the extent to which teachers’ knowledge-based reasoning – a component of their professional vision – is linked to the quality of observed classroom interactions during lessons.

Sample

Finnish grade 2 teachers’ lessons (N = 50) were investigated.

Methods

Employing a mixed-method approach, classroom lessons were explored from two perspectives: (1) from the teacher's own perspective, using the gaze-cued retrospective think-aloud method; and (2) from an objective perspective, using video-recorded classroom observation and evaluated using the Classroom Assessment Scoring System (CLASS K-3; Pianta et al., 2008).

Results

Diverse aspects of teachers' knowledge-based reasoning were found to predict the dimensions of emotional support and classroom organisation observed in classroom lessons. Associations between teachers’ knowledge-based reasoning and the dimensions of instructional support were scant.

Conclusions

The knowledge-based reasoning behind teachers' classroom actions is reflected – in particular – in the quality of the emotional support they provide and the classroom organisation they demonstrate. However, supporting teachers’ professional vision and advancing their instructionally supportive classroom interactions warrant careful attention.

教师的专业视野反映了教师的教学能力和专业知识；然而，支持这些主张的经验证据仍然不足以构建全面的基于研究的教师专业愿景知识，作为支撑其课堂互动的背景机制。为了开发支持学生学习的高质量课堂互动，我们需要深入了解教师在课堂互动实践背后的专业视野。目的本研究探讨了教师基于知识的推理——他们专业视野的一个组成部分——在多大程度上与课堂上观察到的课堂互动质量有关。抽样调查芬兰二年级教师的课程（N = 50）。方法采用混合方法，从两个角度对课堂教学进行探讨：(1)从教师自身角度出发，采用注视提示回溯式有声思考法；(2)从客观的角度出发，使用视频录制的课堂观察和使用课堂评估评分系统（CLASS K-3; Pianta et al., 2008）进行评估。结果发现教师知识推理的多个方面可以预测课堂教学中观察到的情感支持和课堂组织的维度。教师基于知识的推理与教学支持的维度之间的关联不足。教师课堂行为背后的基于知识的推理，尤其反映在他们提供的情感支持的质量和他们展示的课堂组织上。然而，支持教师的专业视野和促进他们的教学支持性课堂互动需要仔细关注。

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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 : 2025-09-08 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。

{"title":"How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I]","authors":"Florian Kühlwein , Samuel Merk , Jürgen Schneider , Kirstin Schmidt","doi":"10.1016/j.learninstruc.2025.102179","DOIUrl":"10.1016/j.learninstruc.2025.102179","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>We aim to investigate how teachers estimate and perceive verbally and visually communicated effect sizes.</div></div><div><h3>Sample</h3><div>For the pilot study, <em>N</em> = 20 English-speaking teachers were recruited on Prolific, and for the main study, <em>N</em> = 120 will be recruited.</div></div><div><h3>Planned methods</h3><div>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.</div></div><div><h3>Pilot results</h3><div>Across the conditions, teachers' effect magnitude estimates correlated strongly (<em>τ</em> = 0.69) with true effect sizes and personified relevance correlated moderately (<em>τ</em> = 0.41) with objective relevance. However, teachers were less accurate in the verbal than in the visual condition (Cohen's <em>d</em> = −0.52, 95 % <em>CI</em> = [−0.81, −0.23]). Conversely, they perceived verbally communicated Cohen's U<sub>3</sub> expressions as more informative (r<sub>rb</sub> = −0.27, 95 % <em>CI</em> = [−0.40, −0.13]), and less difficult (r<sub>rb</sub> = 0.31, 95 % <em>CI</em> = [0.17, 0.44]) to understand than visually communicated effect sizes.</div></div><div><h3>Preliminary conclusion</h3><div>Communicating effect sizes can work verbally and visually.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102179"},"PeriodicalIF":4.9,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019105","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}

引用次数: 0

Exploring the interaction of writer individual differences in predicting L2 students’ writing achievements 探讨作者个体差异在预测二语学生写作成绩中的交互作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-02 DOI: 10.1016/j.learninstruc.2025.102214

Jianhua Zhang , Lawrence Jun Zhang

Background

There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.

Aims

This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.

Samples

We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.

Methods

We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.

Results

Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.

Conclusion

The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.

关于学习者个体差异对二语学习的影响已有大量研究。然而，关于作者个体差异之间的复杂相互作用及其对二语学生写作表现的影响，文献几乎是空白的。目的本研究旨在探讨WIDs在预测二语学生写作表现中的相互作用。我们选取了来自两所中国大学的391名自愿参加第二语言学习的学生作为本研究的方便样本。方法对被试进行语言能力和工作记忆能力的认知测试，对被试的自我感知二语砂砾、写作成就目标、写作自我效能感和自我调节学习写作策略进行问卷调查，并对被试的写作表现进行问卷调查。结果通过结构方程模型，我们确定了共享和特定任务的中介路径。在两项任务中，二语砂砾和写作自我效能分别介导词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响；写作成就、二语砂砾和写作成就目标在词汇学习能力对二语写作质量的影响中起中介作用；写作自我效能感在二语砂砾对二语写作质量的影响中起中介作用。此外，在议论文任务中，SRL写作策略介导了写作成就目标对二语写作质量的影响，而在叙事任务中，二语砂砾分别介导了词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响，写作自我效能介导了工作记忆对二语写作质量的影响。结论研究结果揭示了一个复杂的中介过程，揭示了WIDs如何通过多种中介影响二语写作表现。

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引用次数: 0