Learning and Individual Differences
Papers 2094
1 page of 210 pages (2,094 results)
#1Andrew Denovan (MMU: Manchester Metropolitan University)H-Index: 15
#2Neil Dagnall (MMU: Manchester Metropolitan University)H-Index: 17
Last. Kostas A. Papageorgiou ('QUB': Queen's University Belfast)H-Index: 11
view all 0 authors...
Abstract null null null This study, using a semi-longitudinal design, explored the extent to which null Dark Triad null traits indirectly (through mental toughness) predicted learning styles (i.e., deep, strategic, and surface learning) and depression symptoms. First year undergraduates ( N = 100 matched at two-time intervals; 17 males, 83 females; mean age = 19.02, range = 18 to 24) completed self-report questionnaires at the beginning of the academic year and the start of the second term. Medi...
#1Han J (UK: University of Kentucky)
#2Ellen L. Usher (UK: University of Kentucky)H-Index: 26
Last. Christia Spears Brown (UK: University of Kentucky)H-Index: 23
view all 0 authors...
Abstract null null Although many studies have examined self-efficacy cross-sectionally, few have investigated how undergraduate students' self-efficacy changes over time, particularly during their first year of postsecondary education. The purpose of this study was to explore the trajectories of first-year college students' (N = 2167) self-efficacy in quantitative and humanities subjects and its relationship to academic achievement. A parallel process second-order latent growth model revealed th...
#1Natalia Latini (University of Oslo)H-Index: 2
#2Ivar Bråten (University of Oslo)H-Index: 59
Last. Ymkje E. Haverkamp (University of Oslo)
view all 0 authors...
Abstract null null In this study, 58 Norwegian undergraduates read 10 paragraphs on a relatively unfamiliar topic. Verbal protocol analysis was used to assess strategic text processing at different levels of depth, and post-reading written reports on the topic were used to assess text comprehension. Findings indicated that irrelevant processing was negatively and a combination of surface- and deeper-level strategies was positively related to comprehension performance, but that only irrelevant pr...
#1Paul Ginns (University of Sydney Faculty of Education and Social Work)H-Index: 33
#2Kelly Freebody (University of Sydney Faculty of Education and Social Work)
Last. Peter O'Connor (University of Auckland)H-Index: 6
view all 0 authors...
Abstract null null null Drawing on the null componential theory null of creativity, we report on the development of a model for understanding students' experiences of creative school environments, based on survey responses from Grade 7 and 9 Australian students ( N = 2538) across 13 high schools. Confirmatory factor analysis was used to test for construct validity of scales, followed by structural equation modeling to estimate the fit of the hypothesised model to the data, and estimate direct an...
#1Jiumin Yang (CCNU: Central China Normal University)H-Index: 5
#2Yi Zhang (CCNU: Central China Normal University)H-Index: 2
Last. Yaohui Xie (CCNU: Central China Normal University)
view all 0 authors...
Abstract null null The study tested achievement motivation as a moderator of the relationship between pre-interpolated questions and learning from video lectures. Participants were 63 university students who were selected from a group of 123 volunteers, based on having high (n = 31) or low (n = 32) scores on the Achievement Motivation Scale. The students in each group were randomly assigned to view an instructional video with or without interpolated pre-questions. Visual attention was assessed b...
#1Stephen M. Tonks (NIU: Northern Illinois University)H-Index: 11
#2Joseph P. Magliano (GSU: Georgia State University)H-Index: 10
Last. Ryan D. Kopatich (NIU: Northern Illinois University)H-Index: 2
view all 4 authors...
Abstract null null In two studies, we explored the associations among situational reading-related competence beliefs and task value, inference strategies, comprehension during reading, and foundational skills in college age students. In Study 1, 93 participants from a community college completed assessments of comprehension and two types of inference strategies (elaboration and bridging), each immediately followed by a survey of their competence beliefs and task value regarding the task. Results...
#1Jia Wei Zhang (U of M: University of Memphis)
#2Erica D. Kessler (U of M: University of Memphis)H-Index: 1
Last. Jason L. G. Braasch (GSU: Georgia State University)
view all 3 authors...
#1Hye Yeon Lee (PSU: Pennsylvania State University)H-Index: 4
#2Alexandra List (PSU: Pennsylvania State University)H-Index: 11
Abstract null null We examine students' ratings of task difficulty and associate these with self-efficacy and objective and subjective measures of task performance, within the context of learning from multiple texts. Participants were asked to report their self-efficacy for multiple text task completion and then to compose an argument about a controversial topic (i.e., the U.S. adopting a universal basic income). Students were asked to rate and justify their perceptions of task difficulty follow...
#1Valentina GraziaH-Index: 2
#2Consuelo MameliH-Index: 8
Last. Luisa MolinariH-Index: 15
view all 3 authors...
Top fields of study
Developmental psychology
Cognitive psychology
Academic achievement
Social psychology