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Xu, Kate M.; Koorn, Petra; de Koning, Björn; Skuballa, Irene T.; Lin, Lijia; Henderikx, Maartje; Marsh, Herbert W.; Sweller, John; Paas, Fred – Journal of Educational Psychology, 2021
Many large-scale, school-based interventions have attempted to improve academic performance through promoting students' growth mindset, defined as the belief that one's intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention…
Descriptors: Cognitive Ability, Learning Motivation, Learning Processes, Retention (Psychology)
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Baten, Elke; Vansteenkiste, Maarten; De Muynck, Gert-Jan; De Poortere, Eline; Desoete, Annemie – Journal of Educational Psychology, 2020
Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative…
Descriptors: Difficulty Level, Learning Processes, Personal Autonomy, Teacher Student Relationship
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Wouters, Pieter; van Nimwegen, Christof; van Oostendorp, Herre; van der Spek, Erik D. – Journal of Educational Psychology, 2013
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional…
Descriptors: Cognitive Processes, Student Motivation, Conventional Instruction, Training
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Lin-Siegler, Xiaodong; Ahn, Janet N.; Chen, Jondou; Fang, Fu-Fen Anny; Luna-Lucero, Myra – Journal of Educational Psychology, 2016
Students' beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how…
Descriptors: High School Students, Science Interests, Learning Motivation, Science Instruction
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Muis, Krista R.; Duffy, Melissa C. – Journal of Educational Psychology, 2013
The purpose of this study was to assess the effectiveness of an intervention designed to foster epistemic change over the course of 1 semester. The intervention was based on constructivist teaching practices that incorporated teacher modeling of critical thinking of content, evaluation of multiple approaches to solving problems, and making…
Descriptors: Academic Achievement, Prior Learning, Self Efficacy, Intervention
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Kanar, Adam M.; Bell, Bradford S. – Journal of Educational Psychology, 2013
Adaptive guidance is an instructional intervention that helps learners to make use of the control inherent in technology-based instruction. The present research investigated the interactive effects of guidance design (i.e., framing of guidance information) and individual differences (i.e., pretraining motivation and ability) on learning basic and…
Descriptors: Teaching Methods, Guidance, Technology Uses in Education, Computer Assisted Instruction
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Zepeda, Cristina D.; Richey, J. Elizabeth; Ronevich, Paul; Nokes-Malach, Timothy J. – Journal of Educational Psychology, 2015
Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…
Descriptors: Direct Instruction, Metacognition, Educational Benefits, Adolescents
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Vansteenkiste, Maarten; Sierens, Eline; Soenens, Bart; Luyckx, Koen; Lens, Willy – Journal of Educational Psychology, 2009
The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a…
Descriptors: Student Motivation, Multivariate Analysis, Profiles, High School Students
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Jang, Hyungshim – Journal of Educational Psychology, 2008
The present study examined the capacity of 2 different theoretical models of motivation to explain why an externally provided rationale often supports students' motivation, engagement, and learning during relatively uninteresting learning activities. One hundred thirty-six undergraduates (108 women, 28 men) worked on an uninteresting 20-min lesson…
Descriptors: Structural Equation Models, Undergraduate Students, Learner Engagement, Student Motivation
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Guthrie, John T.; Wigfield, Allan; VonSecker, Claire – Journal of Educational Psychology, 2000
Experiment compares students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry, emphasizing learning goals, real-world interaction, competence support, and…
Descriptors: Cooperation, Educational Objectives, Elementary Education, Interpersonal Competence