The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean…

Findings from a study of 111 high school biology students indicate that students who received instruction combining a pictorial analogy comparing the cell to a factory and an analogical study guide displayed significantly better comprehension of this material than did their peers, whose instruction did not include the pictorial representation.…

Developed a heuristic strategy (SOLVED) to explain the processes involved in understanding and solving mathematical word problems (problem translation, problem interpretation, solution planning, solution execution, and solution monitoring) among upper elementary students. Results indicated that SOLVED was more effective in aiding both short-term…

The factual and higher-order achievement of field-independent and -dependent learners was tested after exposure to lecture material. Students engaged in one of three learning techniques. The study investigated the encoding and external-storage functions of the three techniques. Methodology and results are discussed. (Author/JL)

To manipulate analytic and holistic thinking and their effects in learning, a study used visual and verbal processing modes combined with analytic and holistic learning strategies. Results showed that analytic information processing habits in college students may facilitate learning. (Author/JMK)

A study of fourth- and fifth-graders' critical thinking skills revealed that those subjects who participated in small-group discussions encouraging self-directed critical thinking skills were better able to apply the skills than were students who were asked to solve a problem individually. (Author/CB)

Results of an experimental study of 46 field-independent and 39 field-dependent undergraduates indicate that immediate testing after a lecture resulted in no performance differences on a delayed test. However, without immediate testing, field-independent students performed better. All students reviewed notes before delayed testing. (IAH)

Eighth graders (N=85) participated in a study that manipulated the content and form of students' lecture notes. Matrix notes were found to be relatively effective for learning concepts. Girls recorded a greater number of notes than boys on tests involving recall and recognition of factual items. (IAH)

Explored the effect of topic-related attitudes on sixth graders' learning and remembering. Students in control, favorable-attitude, or unfavorable-attitude instruction groups heard neutral, positive, or negative passages read aloud. Results suggest experimentally created topic-related attitudes do not interfere with the immediate recall of…

The authors explored test-preparation and test-taking strategies that high school students used in algebra tests. From a pool of high school students (N = 156), 61 students participated in interviews, and of those interviewed, 26 represented those who were high achieving as well as highly interested in mathematics (n = 15) vs. those who were low…