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Direct linkFerguson, Leila E.; Braten, Ivar – Learning and Instruction, 2013
Using cluster-analysis in a sample of 65 Norwegian 10th graders, we identified subgroups characterized by relatively high levels of knowledge combined with relatively low beliefs in personal justification of knowledge claims, as well as subgroups characterized by the opposite pattern of knowledge and personal justification. Moreover, the high…
Descriptors: Knowledge Level, Profiles, Reading Comprehension, Grade 10
Nijhuis, Jan; Segers, Mien; Gijselaers, Wim – Learning and Instruction, 2008
The variability in deep and surface learning has been discussed as part of the trait vs. state debate. However, the question is to what extent students change strategies as a function of course demands. This study focused on discerning subgroups of learners with respect to variability in learning strategies and the role of students' learning…
Descriptors: College Students, Student Attitudes, Learning Strategies, Multivariate Analysis
Scheiter, Katharina; Gerjets, Peter; Vollmann, Brigitte; Catrambone, Richard – Learning and Instruction, 2009
Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based on the data of 79 students, five clusters of students were identified according to…
Descriptors: Student Attitudes, Information Utilization, Hypermedia, Multivariate Analysis
Frenzel, Anne C.; Pekrun, Reinhard; Goetz, Thomas – Learning and Instruction, 2007
A multilevel approach was used to analyze relationships between perceived classroom environments and emotions in mathematics. Based on Pekrun's (2000) [A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-163)] social-cognitive, control-value theory of…
Descriptors: Student Attitudes, Mathematics Instruction, Educational Environment, Emotional Experience
