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Tina Ahmadi; W. Holmes Finch; C. Addison Helsper; Jerrell Cassady – Psychology in the Schools, 2025
Perfectionism research has progressively supported an identification of two related dimensions, referred to as perfectionistic strivings (PS) and perfectionistic concerns (PC). Examinations of learner experiences based on these two dimensions have routinely demonstrated differential influence on academic emotions and performances, examining the…
Descriptors: Personality Traits, Test Anxiety, Learning Strategies, Correlation
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Hyorim Ha; Hee Seung Lee – Educational Psychology Review, 2024
Recent studies suggest that making judgments of learning (JOLs)--self-assessment of current learning status--may not merely be a neutral cognitive process, but can directly improve learning through what is called 'JOL reactivity'. This study investigated whether making JOLs can facilitate the learning of previously studied materials (backward…
Descriptors: Cognitive Processes, Learning Strategies, Logical Thinking, Recall (Psychology)
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Ghadah Al Murshidi; Kseniia Adamovich; Jamie Costley; Ekaterina Andronova; Hamda Alblooshi; Ruwaya Alderei; Anna Gorbunova – International Journal of Distance Education Technologies, 2025
The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the study examines the perception of MOOCs as threats or challenges and assesses students' learning approaches through the prism of deep and surface learning…
Descriptors: MOOCs, Learning Strategies, Student Attitudes, Cognitive Style
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Marloes Broeren; Peter Verkoeijen; Lidia Arends; Guus Smeets – Applied Cognitive Psychology, 2024
Effective cognitive learning strategies are beneficial for learning and long-term retention. However, higher education students often rely on surface-level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its…
Descriptors: Vocational Schools, College Students, Student Motivation, Cognitive Processes
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Qi Cheng; Xu Yan; Lujia Yang; Hao Lin – Journal of Deaf Studies and Deaf Education, 2024
The current study combined sentence plausibility judgment and self-paced reading tasks to examine the comprehension strategies and processing patterns of Chinese deaf individuals when comprehending written Chinese sentences with syntactic-semantic cue conflicts. Similar to findings from previous crosslinguistic studies on deaf readers, the Chinese…
Descriptors: Foreign Countries, Deafness, Reading Comprehension, Syntax
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Hurst, Michelle A.; Boyer, Ty W.; Cordes, Sara – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Although difficulties processing both symbolic and nonsymbolic proportion compared with absolute number are well established, the mechanisms involved remain unclear. We investigate four potential explanations to account for better number processing in adulthood: (a) number is more salient than proportion, (b) number is encoded more automatically…
Descriptors: Attention, Numbers, Cognitive Processes, Interference (Learning)
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Gemma Tur; Linda Castañeda; Ricardo Torres-Kompen; Jeffrey P. Carpenter – Interactive Learning Environments, 2024
This article analyzes the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010-2020. This study uses a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and…
Descriptors: Educational Environment, Self Management, Skills, Educational Research
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Dana Opre; Andrei Costea; Razvan Jurchi?; Romi?a Iucu – Journal of Educational Sciences, 2023
The need to identify methods to support self-regulated learning has raised the interest of researchers in recent years. Cognitive prompts are considered very promising instructional tools for developing self-regulatory abilities. The present study aims to investigate the usefulness of several types of cognitive prompts in activating learning…
Descriptors: Learning Strategies, Psychology, Cognitive Processes, Student Improvement
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Lohbeck, Annette; Moschner, Barbara – European Journal of Psychology of Education, 2022
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university…
Descriptors: Motivation Techniques, Self Concept, Cognitive Processes, Learning Strategies
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Joachim Wirth; Xenia-Lea Weber-Reuter; Corinna Schuster; Jens Fleischer; Detlev Leutner; Ferdinand Stebner – Educational Psychology Review, 2025
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…
Descriptors: Foreign Countries, Grade 6, Grade 5, Metacognition
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María Camila Corredor Valderrama; Damian Sebastian de Ruiz Sandoval; Sandra Mateus Gómez – Electronic Journal of Research in Educational Psychology, 2025
Introduction: There is evidence of the relationship between the academic achievement of university students and the learning styles and strategies they use. However, there are inconsistencies between the results of the different studies on the topic, making it difficult to identifying a profile that would allow the prediction of high academic…
Descriptors: Academic Achievement, College Students, Predictor Variables, Cognitive Style
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Casey L. Roark; Vishal Thakkar; Bharath Chandrasekaran; Tracy M. Centanni – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning…
Descriptors: Dyslexia, Children, Nonverbal Communication, Learning Disabilities
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Diana Villabona; Asuman Oktaç; Solange Roa-Fuentes – ZDM: Mathematics Education, 2024
We offer a new angle to explain the comprehension of mathematical infinity. We use Action-Process-Object-Schema (APOS) theory to explore the construction of different aspects of the cognitive Object related to this notion. We focus our attention on different ways of interacting with infinity, and how to act on infinite entities. Our aim is to shed…
Descriptors: Mathematical Concepts, Cognitive Processes, Comprehension, Concept Formation
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Daryn A. Dever; Megan D. Wiedbusch; Sarah M. Romero; Roger Azevedo – British Journal of Educational Technology, 2024
Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in…
Descriptors: Intelligent Tutoring Systems, Scaffolding (Teaching Technique), Independent Study, Prompting
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Mark Abdelshiheed; Tiffany Barnes; Min Chi – International Journal of Artificial Intelligence in Education, 2024
Two metacognitive knowledge types in deductive domains are procedural and conditional. This work presents a preliminary study on the impact of metacognitive knowledge and motivation on transfer across two Intelligent Tutoring Systems (ITSs), then two experiments on metacognitive knowledge instruction. Throughout this work, we trained students on a…
Descriptors: Metacognition, Intelligent Tutoring Systems, Cognitive Processes, Learning Strategies
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