Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 4 |
Since 2006 (last 20 years) | 8 |
Descriptor
Source
British Journal of… | 2 |
African Journal of Research… | 1 |
Australasian Journal of… | 1 |
Child Development | 1 |
Electronic Journal of… | 1 |
Instructional Science: An… | 1 |
Journal of Psychoeducational… | 1 |
Learning and Instruction | 1 |
Author
Publication Type
Journal Articles | 9 |
Reports - Research | 8 |
Reports - Descriptive | 1 |
Tests/Questionnaires | 1 |
Education Level
Grade 10 | 9 |
Secondary Education | 6 |
High Schools | 5 |
Grade 9 | 3 |
Elementary Secondary Education | 2 |
Grade 6 | 2 |
Grade 7 | 2 |
Grade 8 | 2 |
Elementary Education | 1 |
Grade 11 | 1 |
Grade 12 | 1 |
More ▼ |
Audience
Location
Germany | 2 |
Italy | 1 |
Uganda | 1 |
United Kingdom (Great Britain) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Cognitive Abilities Test | 1 |
What Works Clearinghouse Rating
Ekatushabe, Margaret; Nsanganwimana, Florien; Muwonge, Charles M.; Ssenyonga, Joseph – African Journal of Research in Mathematics, Science and Technology Education, 2021
According to the control-value theory of achievement emotions, the influence of cognitive activation teaching strategies on students' effective use of Cognitive and Meta-Cognitive (CMC) learning strategies is mediated by control appraisals (e.g. self-efficacy) and achievement emotions (i.e. enjoyment and boredom). However, there is limited and…
Descriptors: Self Efficacy, Academic Achievement, Psychological Patterns, Learning Strategies
Singh, Anne-Marie; Marcus, Nadine; Ayres, Paul – Instructional Science: An International Journal of the Learning Sciences, 2017
Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it…
Descriptors: Grade 10, Multimedia Materials, Visual Aids, Verbal Communication
Feraco, Tommaso; Casali, Nicole; Ganzit, Elena; Meneghetti, Chiara – British Journal of Educational Psychology, 2023
Background: Adaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning. Aims: This study aims to address this gap by examining (i) the direct…
Descriptors: Middle School Students, High School Students, Grade 6, Grade 7
Alivernini, Fabio; Manganelli, Sara; Cavicchiolo, Elisa; Chirico, Andrea; Lucidi, Fabio – Journal of Psychoeducational Assessment, 2019
Cognitive self-regulation is regarded as necessary for enhancing academic success and the possibility of lifelong learning. This study, based on 263,683 Italian 10th-grade students, examines the use of self-regulated cognitive strategies in immigrant and native students, as well as in boys and girls. Preliminarily, we examined the psychometric…
Descriptors: Self Management, Immigrants, Gender Differences, High School Students
Leopold, Claudia; Sumfleth, Elke; Leutner, Detlev – Learning and Instruction, 2013
The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 x 2 design with representation mode (verbal vs. pictorial) and learning…
Descriptors: High School Students, Grade 10, Imagery, Transfer of Training
Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf – Child Development, 2013
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10;…
Descriptors: Mathematics Achievement, Achievement Gains, Cognitive Processes, Learning Strategies
Stiller, Klaus D.; Jedlicka, Rosemarie – Australasian Journal of Educational Technology, 2010
In instructional multimedia design, it is often recommended that text accompanying pictures be presented in a personalised style to promote learning. The superiority of personalised over formal text is may be explained using social agency theory (Mayer, 2005b), but it has not been investigated empirically whether such effects are valid in…
Descriptors: Computer Assisted Instruction, Prior Learning, Grade 10, Instructional Design
Samuelstuen, Marit S.; Braten, Ivar – British Journal of Educational Psychology, 2007
Background: Self-report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance. Aims: The primary aim was to…
Descriptors: Junior High Schools, Validity, Construct Validity, Reading Comprehension
Cerezo Rusillo, Maria Teresa; Casanova Arias, Pedro Felix – Electronic Journal of Research in Educational Psychology, 2004
Introduction: The following study examines gender differences existing in various cognitive-motivational variables (causal attributions, academic goals, academic self-concept and use of significant learning strategies) and in performance attained in school subjects of Language Arts and Mathematics. Method: For this purpose, a sample of 521…
Descriptors: Attribution Theory, Females, Language Arts, Incentives