For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning…

Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PA's psychometric qualities are improved by the training and experience of peer assessors;…

This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…

We tested a theoretical model that hypothesized relationships between several variables from input, process and product in an educational setting, from the university student's perspective, using structural equation modeling. In order to carry out the analysis, we measured in sequential order the input (referring to students' personal…

Emotions such as interest and anxiety are part of the learning process as well as cognition and motivation. In view of this, educational science should take emotional aspects of instruction into account. The "ECOLE"-approach ("Emotional and Cognitive Aspects of Learning") presented in this paper is a theoretically guided…