We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students' experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate…

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…

Strategy use and its impact on standardized reading test performance were studied with 128 high school students. Students in a standardized test condition used more strategies than those asked merely to identify main ideas. Thinking aloud had detrimental effects on ability to identify main ideas. (SLD)

Two experiments investigated learning outcomes and comprehension processes when students learned about the heart and circulatory system using (a) text only, (b) text with simplified diagrams designed to highlight important structural relations, or (c) text with more detailed diagrams reflecting a more accurate representation. Experiment 1 found…

Whether high levels of metacognitive knowledge about problem solving can compensate for low overall aptitude was studied for 31 high-aptitude and 25 low-aptitude children in grades 4 and 5. Results confirming superior performance of high metacognitive individuals are discussed in terms of the independence of metacognition and academic aptitude.…