Learning and Individual Differences
Papers
2012
Papers 2074
1 page of 208 pages (2,074 results)
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#1Alexander KrepelH-Index: 1
#2Elise de BreeH-Index: 13
Last. Peter F. de JongH-Index: 34
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Abstract L1 studies show that the paired-associate learning (PAL) of novel pronunciations, verbal learning, contributes to the prediction of individual differences in vocabulary, reading, and spelling development. The present study examined whether verbal learning predicts vocabulary and literacy development in English as a Foreign Language (EFL). Dutch Grade 7 students (N = 455) completed a PAL task in which they learned to associate known Dutch words with their unknown English (spoken and writ...
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#2Dana MuranoH-Index: 3
Last. Thomas GoetzH-Index: 52
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#1Min MaH-Index: 1
#2Danfeng LiH-Index: 1
Last. Li ZhangH-Index: 1
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#1Amy E. Barth (Buena Vista University)H-Index: 1
#2Johny Daniel (BU: Boston University)H-Index: 1
Last. Heather Kincaid (Buena Vista University)
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Abstract We investigated differences in knowledge-based inferencing between rural, middle grade monolingual English-speaking students and English learners. Students were introduced to facts about an imaginary planet Gan followed by a multi-episode story about Gan. Participants were tested on the accuracy of fact recall and inferences using this knowledge at three time points (i.e., immediate, one-week, and one-month follow-up). Results show that monolingual English-speaking students significantl...
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#1Hedi Kwakkel (Radboud University Nijmegen)
#2Mienke Droop (Radboud University Nijmegen)H-Index: 8
Last. Eliane Segers (Radboud University Nijmegen)H-Index: 26
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Abstract This study investigated the role of lexical skills and executive functioning on L1 Dutch and L2 English phonological awareness in children enrolled in bilingual Dutch/English kindergarten in The Netherlands (n = 95) and monolingual Dutch kindergarten (n = 83). Participants had an average age of 5 years and 10 months and completed tasks on phonological awareness, lexical skills (vocabulary and lexical specificity), and executive functioning (sustained visual and auditory attention, behav...
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Abstract To better describe the previous findings of inconsistency in the relationship between learning time and academic achievement, we tested new models with different shape and pattern to find what might be the optimal describing pattern between the two concepts. Selected from a large-scale international database – the Program for International Student Assessment (PISA) 2015, science learning time and its corresponding achievement was chosen as an empirical illustration. We further tested if...
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#1Ivy H.M. Wong (HKU: University of Hong Kong)
#2Terry T.Y. Wong (HKU: University of Hong Kong)
Abstract Focusing on the sub-domain of intellectual humility, this study tested a path model and hypothesised that intellectual humility enhanced academic performance via stronger intrinsic motivation and greater receptivity to feedback. A sample of 217 post-secondary students enrolled in sub-degree programmes in Hong Kong participated in an online survey and reported their semester grade point averages (GPAs) three months later. Results showed a small, positive indirect effect of intellectual h...
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#1Cornelia Schoor (University of Bamberg)H-Index: 6
Last. Frank Goldhammer (Leibniz Association)H-Index: 19
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Abstract Recent research suggests that readers' subjective task understanding influences reading processes and outcomes. Therefore, the present study's aim was to investigate whether the task demands that readers retrospectively report relate to multiple document comprehension strategies and outcome. A total of 310 university students completed three units from a standardized multiple-document comprehension test and answered an open-ended task demands question after each unit. Amongst others, pa...
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Abstract Based on the Conservation of Resources theory (COR) and the Job Demands-Resources theory (JD-R), we propose a model in which intrinsic motivation mediates the relation between teacher's support and study-related well-being (engagement, burnout, and boredom). We tested the model in two different ways, with two different samples. 377 High School students and 322 University students completed questionnaires at the beginning (T1), the middle (T2), and at the end of the second semester (T3)....
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Abstract Think-Pair-Share (TPS) is a teaching strategy thought to increase in-class participation, especially with shy students. After thinking for themselves, students talk to their seatmate to exchange their ideas and finally show their willingness to participate in-class by raising their hand. In the present field study, we tested TPS with 393 ninth-grade students against two variations, Think-Share (TS; first think, then raise hand) and Share (S; directly raise hand). Students reported on th...
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