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Examining the Influences of Epistemic Beliefs and Knowledge Representations on Cognitive Processing and Conceptual Change When Learning Physics
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Franco, Gina M.; Muis, Krista R.; Kendeou, Panayiota; Ranellucci, John; Sampasivam, Lavanya; Wang, Xihui – Learning and Instruction, 2012
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with…
Descriptors: Physics, Scientific Concepts, Learning, Mechanics (Physics)
Understanding the Association between Future Time Perspective and Self-Regulated Learning through the Lens of Self-Determination Theory
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de Bilde, Jerissa; Vansteenkiste, Maarten; Lens, Willy – Learning and Instruction, 2011
The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N = 275) participated in the study. It was found that students with an extended FTP…
Descriptors: Student Motivation, Time Perspective, Anxiety, Metacognition
Navigational Spatial Displays: The Role of Metacognition as Cognitive Load
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Scott, Brianna M.; Schwartz, Neil H. – Learning and Instruction, 2007
One hundred and six undergraduates searched a hypermedia environment under three navigational conditions, wrote an essay measuring their comprehension, and completed a test of metacognition. The map conditions were spatial/semantic, spatial only, and none. Analyses revealed that a navigational map capable of incurring an integrative cognitive…
Descriptors: Semantics, Hypermedia, Metacognition, Undergraduate Students
Relations between Young Students' Strategic Behaviours, Domain-Specific Self-Concept, and Performance in a Problem-Solving Situation
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Dermitzaki, Irini; Leondari, Angeliki; Goudas, Marios – Learning and Instruction, 2009
This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…
Descriptors: Academic Achievement, Self Concept, Problem Solving, Task Analysis
The Impact of Learning Journals on Metacognitive and Cognitive Processes and Learning Performance.
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McCrindle, Andrea R.; Christensen, Carol A. – Learning and Instruction, 1995
Forty college students in a first-year biology course were randomly assigned to a learning journal (experimental) or scientific report (control) group. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. (SLD)
Descriptors: Cognitive Processes, College Students, Higher Education, Journal Writing
Social Comparison and Knowledge Construction.
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Chambres, Patrick – Learning and Instruction, 1993
In the current article, effects of socially induced metacognitive activities on performance of 60 French elementary and secondary school students (grades 3 through 9) were studied. Performance of low-achievement students was higher in a social comparison situation than an ordinary academic situation. A strong contingent relationship between social…
Descriptors: Academic Achievement, Cognitive Processes, Educational Environment, Elementary School Students