item: #1 of 261
          id: flr-1031
      author: Murtonen, Mari; Anto, Erkki; Laakkonen, Eero; Vilppu, Henna
       title: University teachers’ focus on students: Examining the relationships between visual attention, conceptions of teaching and pedagogical training 
        date: 2023
       words: 10681
      flesch: 49
     summary: Student teacher’ and experienced teachers’ professional vision of students’ understanding of the rational number concept. Student teachers’ and teacher educators’ professional vision: findings from an eye tracking study.
    keywords: attention; et al; eye; knowledge; learning; situation; students; teachers; teaching; training; university; university teachers; video
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        item: #2 of 261
          id: flr-107
      author: Nokelainen, Petri; Silander, Tomi
       title: Using New Models to Analyze Complex Regularities of the World
        date: 2014
       words: 2604
      flesch: 53
     summary: Consequently, such models are sometimes hastily deemed as unsuitable for much of the science. Many ensemble learning based or motivated methods, for instance random decision forests (Breiman, 2001a) and Bayesian additive regression trees (Chipman, George, & McCulloch, 2010), are among such models.
    keywords: data; learning; model; modeling; networks; nokelainen
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        item: #3 of 261
          id: flr-1079
      author: Prast, Emilie; Stroet, Kim; Koornneef, Arnout; Wilderjans, Tom
       title: What do students think about differentiation and within-class achievement grouping?
        date: 2023
       words: 18157
      flesch: 52
     summary: In the literature, research relating differentiation and achievement grouping to student achievement is described. A more recent study comparing within-class grouping and whole-class teaching in the UK (Jerrim, 2021) did not find clear evidence for effects of achievement grouping on student achievement.
    keywords: achievement; achievement group; achievement level; achieving; activities; answers; class; class achievement; differentiation; grouping; groups; instruction; learning; low; students; tasks
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        item: #4 of 261
          id: flr-109
      author: König, Christoph; Mulder, Regina H
       title: A change in perspective – Teacher education as an open system
        date: 2014
       words: 12049
      flesch: 37
     summary: A different perspective – Teacher education as an open system The organisational model of teacher education described in this section is based on Open Systems Theory (Katz & Kahn, 1978). This might be a more appropriate approach to research on teacher education, especially in light of the complex nature of teacher education systems.
    keywords: achievement; allocation; characteristics; education system; information; learning; model; opportunities; quality; schools; selection; student; system; teacher characteristics; teacher education; teachers; teaching
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        item: #5 of 261
          id: flr-1113
      author: Hirt, Carmen Nadja; Jud, Johannes; Rosenthal, Amina; Karlen, Yves
       title: How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory
        date: 2022
       words: 13
      flesch: 37
     summary: ReadSpeaker® docReader™ Click here if you are not being automatically redirected.
    keywords: readspeaker
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        item: #6 of 261
          id: flr-1115
      author: Anyichie, Aloysius C.; Butler, Deborah L.; Perry, Nancy E.; Nashon, Samson M.
       title: Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices.
        date: 2023
       words: 19519
      flesch: 47
     summary: This study examined how classroom teachers at schools that enrol students from diverse cultural communities on the West Coast of Canada built on a Culturally Responsive Self- Regulated Learning (CR-SRL) Framework to design complex tasks that integrated SRL pedagogical practices (SLPPs) and culturally-responsive pedagogical practices (CRPPs) to support student engagement. These practices have been found to relate to student engagement, achievement and learning (Aceves & Orosco, 2014; Gay, 2018; Howard & Rodriguez-Minkoff, 2017; Ladson-Billings, 2021; Villegas & Lucas, 2002; Ginsberg & Wlodkowski, 2015).
    keywords: activities; anyichie; butler; classroom; crpps; engagement; et al; experiences; joseph; learning; matthias; practices; research; self; srl; srlpps; student engagement; students; study; support; task; teachers
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        item: #7 of 261
          id: flr-112
      author: Stegmann, Karsten
       title: Constructing nomological nets on the basis of process analyses to strengthen CSCL research
        date: 2014
       words: 5281
      flesch: 45
     summary: Set against this background, CSCL research aims to provide knowledge about how technology can support collaborative learning processes (and thereby learning outcomes on an individual as well as a group level; cf. On the one hand, the problems that may arise through collaboration or the use of technology have to be minimised, while, on the other, the use of technology resources and collaborative learning processes has to be optimised.
    keywords: cscl; fischer; knowledge; learning; net; relations; research; stegmann; weinberger
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        item: #8 of 261
          id: flr-1139
      author: Boels, Lonneke; Lyford, Alex; Bakker, Arthur; Drijvers, Paul
       title: Assessing Students’ Interpretations of Histograms Before and After Interpreting Dotplots: A Gaze-Based Machine Learning Analysis
        date: 2023
       words: 16131
      flesch: 56
     summary: What are the main differences in students’ gaze patterns on histogram items before and after solving dotplot items? What are the differences in students’ answers on histogram items before and after solving dotplot items?
    keywords: boels; data; dotplot; dotplot items; education; et al; eye; figure; gaze; histogram; histogram items; items; learning; mean; participants; research; saccades; solving; strategies; students; study
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        item: #9 of 261
          id: flr-114
      author: Svihla, Vanessa
       title: Advances in Design-Based Research
        date: 2014
       words: 5085
      flesch: 51
     summary: Supporting student learning using conversational agents in a teachable agent environment. Informing design research: Learning from teachers' designs of social infrastructure.
    keywords: dbr; design; doi; learning; research; sciences; students; svihla; theory
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        item: #10 of 261
          id: flr-115
      author: De Smedt, Bert
       title: Advances in the Use of Neuroscience Methods in Research on Learning and Instruction
        date: 2014
       words: 4315
      flesch: 50
     summary: In all, a detailed cognitive theory of the phenomenon under investigation is crucial to design and interpret cognitive neuroscience data and to apply cognitive neuroscience methods to the field of learning and instruction. Used in this way, cognitive neuroscience data might set the stage for new educational research and it can, albeit indirectly, enhance our understanding of learning.
    keywords: brain; data; instruction; learning; methods; neuroscience; research; smedt
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        item: #11 of 261
          id: flr-1153
      author: Ukkonen-Mikkola, Tuulikki; Isotalo, Susanna; Chaudhuri, Saswati; Salminen, Jenni; Merjovaara, Olli; Lindén, Carita; Rutanen, Niina
       title: With sensitive eyes: ECEC teachers’ visual gaze and related reflections on pedagogical actions in toddler groups using eye-tracking glasses
        date: 2024
       words: 13230
      flesch: 52
     summary: Additionally, we gained information about ECEC teachers’ noticing through their gaze metrics. This agrees with previous research showing that ECEC teachers need to provide emotional support to toddlers in order to reduce unpredictable behavior, such as tantrums, and encourage task-related behavior engagement (Shafer et al., 2022) as well as to offer emotional support and enable a safe and supportive relationship to be built for children’s communication and diverse expressions (Salomon et al., 2017).
    keywords: actions; activities; children; data; duration; ecec; education; et al; eye; fixations; gaze; metrics; play; research; study; teachers; tracking
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        item: #12 of 261
          id: flr-1165
      author: John, David; Mitra, Ritayan
       title: Rethinking Pedagogical Use of Eye Trackers for Visual Problems with Eye Gaze Interpretation Tasks
        date: 2023
       words: 9375
      flesch: 53
     summary: Hence, a brief description of the variations that exist amongst visual representation tasks in the STEM fields and their relevance vis-a- vis EGI task creation can set the stage for understanding the true scope of EGI tasks. We start with the theoretical background of these tasks, followed by a conceptual example and representation to elucidate the concept of EGI tasks.
    keywords: egi; egi tasks; eye; eye gaze; fig; gaze; graph; information; learning; model; problem; signal; solving; tasks
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        item: #13 of 261
          id: flr-117
      author: Goldman, Susan R
       title: Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes
        date: 2014
       words: 4919
      flesch: 47
     summary: As Svihla described, the goals of DBR reflected a fundamental shift to an emphasis on studying learning processes in situ as both social and interactional (Collins, 1992). Many computer-supported collaborative learning (CSCL) environments make available written traces of learning interactions that can also be mined to understand learning processes and outcomes for individuals and for groups.
    keywords: issue; learning; levels; methodologies; methods; outcomes; processes; research; scales; time
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        item: #14 of 261
          id: flr-1179
      author: Lachner, Andreas; Backfisch, Iris; Franke, Ulrike
       title: Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions
        date: 2024
       words: 8320
      flesch: 36
     summary: That said, although previous technology integration models, such as SAMR, propose a developmental hierarchy of technology integration, the cognitive and developmental conditions and its effects on the process of professional technology integration are underspecified (Backfisch et al., 2020). By adopting the concept of teaching quality, we further linked these “teacher variables” to “student variables” to draw conceptual conclusions regarding effects of technology integration processes on learning processes.
    keywords: backfisch; education; et al; knowledge; lachner; learning; model; processes; research; students; teachers; teaching; technology integration
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        item: #15 of 261
          id: flr-118
      author: Molenaar, Inge
       title: Advances in temporal analysis in learning and instruction
        date: 2014
       words: 4824
      flesch: 43
     summary: Frontline Learning Research 6 (2014) 15-24 ISSN 2295-3159 Corresponding author: I.Molenaar@pwo.ru.nl Doi: http://dx.doi.org/10.14786/flr.v2i4.118 15 | F L R Advances in temporal analysis in learning and instruction Inge Molenaar a a Radboud University Nijmegen Article received 8 June 2014 / revised 23 September 2014 / accepted 23 September 2014 / available online 23 December 2014 First, we need to be aware of the paradigm shift that temporal analysis entails.
    keywords: analysis; characteristics; constructs; events; instruction; learning; molenaar; research; self; time
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        item: #16 of 261
          id: flr-120
      author: Koponen, Ismo T; Kokkonen, Tommi
       title: A Systemic view of the learning and differentiation of scientific concepts:The case of electric current and voltage revisited
        date: 2014
       words: 14418
      flesch: 52
     summary: The comparison shows that the model predicts and explains many relevant, empirically observed features of the learning paths of concept learning and differentiation, such as: 1) Context- dependent dynamics, 2) the persistence of ontological shift and concept differentiation, and 3) the effects of communication on individual learning paths. The systemic view and the DGM model based on it make these generic features of interest in concept learning and differentiation understandable and show that these features are associated with the guidance of theoretical knowledge.
    keywords: communication; concepts; constructs; differentiation; evidence; figure; knowledge; koponen; learning; model; paths; students; view
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        item: #17 of 261
          id: flr-1211
      author: Krummenacher, Isabelle; Hascher, Tina; Mansfield, Caroline; Beltman, Susan; Mori, Julia; Guidon, Irene
       title: Navigating the paradox between professional challenges and teacher well-being: The role of strategies within the resilience process
        date: 2024
       words: 12297
      flesch: 53
     summary: Keywords: teacher professional challenges; teacher well-being; teacher resilience; teachers; teacher strategies mailto:isabelle.krummenacher@unibe.ch Krummenacher et al 86 | F L R 1. “Take a step back”: Teacher strategies for managing heightened emotions.
    keywords: challenges; coping; education; et al; model; process; professional; research; resilience; school; situation; strategies; students; support; teacher; teacher resilience; teaching
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        item: #18 of 261
          id: flr-1217
      author: Sellberg, Charlott; Nordenström, Elin; Säljö, Roger
       title: The development of visual expertise in a virtual environment: A case of maritime pilots in training
        date: 2024
       words: 10307
      flesch: 48
     summary: Episode 1 presented in Section 4.1 concerns a scenario taking place during the second day of simulator training in the course. Acknowledgments This study is part of the project “Evaluation of eye-tracking as support in simulator training for maritime pilots” financed by the Swedish Transport Administration between 2020-2023.
    keywords: bill; bridge; dan; environment; expertise; learning; maritime; pilot; sellberg; ship; simulator; skills; study; säljö; trainees; training; work
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        item: #19 of 261
          id: flr-122
      author: De Laat, Maarten; Strijbos, Jan-Willem
       title: Unfolding perspectives on networked professional learning: Exploring ties and time
        date: 2014
       words: 5450
      flesch: 46
     summary: | F L R Unfolding perspectives on networked professional learning: Exploring ties and time Maarten de Laat a , Jan-Willem Strijbos b a Open University of the Netherlands, Welten Institute, the Netherlands b Ludwig-Maximilians-University of Munich, Department of Psychology, Germany Article received 26 June 2014 / revised and accepted 27 June 2014 / available online 15 July 2014 This special issue forms an important and timely collection of articles especially because there is a strong interest in the promise and value of networked professional learning.
    keywords: et al; issue; learning; networks; professional; research; ties
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        item: #20 of 261
          id: flr-1225
      author: Hahn, Christian G.K.; Saalbach, Henrik; Brunner, Clemens; Grabner, Roland
       title: Language-dependent knowledge acquisition: Mechanisms underlying language-switching costs in arithmetic fact learning
        date: 2025
       words: 10024
      flesch: 52
     summary: Therefore, it was argued that LSC might be due to additional numerical processing rather than language translation. In these cases, a bond between problem equations and training language would be distorted.
    keywords: arithmetic; condition; grabner; knowledge; language; learning; lsc; participants; problems; reports; strategy; switching; test; training; translation
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        item: #21 of 261
          id: flr-123
      author: Margaryan, Anoush
       title: Introduction to the special issue ‘Learning through Networks’
        date: 2014
       words: 957
      flesch: 35
     summary: These papers draw on social network analysis (SNA) and/or semi-structured interviews to examine the structure of networks of professionals and to identify what professionals learn through these networks. By networks, we specifically mean personal professional networks, which may or may not be mediated by digital technology such as social media.
    keywords: issue; learning; networks
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        item: #22 of 261
          id: flr-124
      author: Hyytinen, Heidi; Holma, Katariina; Toom, Auli; Shavelson, Richard J.; Lindblom-Ylänne, Sari
       title: The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving
        date: 2014
       words: 12189
      flesch: 51
     summary: The ways in which the themes were related differed amongst the participants, which further allowed us to identify student profiles. Frontline Learning Research 6 (2014) 1-25 ISSN 2295-3159 Corresponding author: Heidi Hyytinen, Institute of Behavioural Sciences, the University of Helsinki, 00014 University of Helsinki, Finland, Email: heidi.m.hyytinen@helsinki.fi Doi: http://dx.doi.org/10.14786/flr.v2i4.124 1 | F L R The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving Heidi Hyytinen a , Katariina Holma b , Auli Toom a , Richard J. Shavelson c , Sari Lindblom-Ylänne a a University of Helsinki, Finland b University of Eastern Finland, Finland c SK Partners, LLC & Graduate School of Education, Stanford University, USA Article received 2 May 2014 / revised 14 June 2014 / accepted 27 July 2014 / available online 24 September 2014
    keywords: beliefs; data; documents; education; epistemology; information; knowing; knowledge; problem; research; skills; students; study; task; thinking; university
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        item: #23 of 261
          id: flr-1241
      author: Iordanou, Kalypso; Fotiou, Constantina
       title: Supporting Integration of Multiple Source Perspectives Through Dialogic Argumentation
        date: 2025
       words: 11873
      flesch: 44
     summary: This work examines whether engagement in dialogic activity is a promising way for supporting identification and integration of multiple source perspectives after reading multiple texts. This epistemic understanding of other people’s thinking as represented in multiple accounts is fundamental for integration of multiple source perspectives from multiple texts (Kuhn, 2020).
    keywords: argumentation; condition; engagement; evidence; integration; intervention; iordanou; kuhn; multiple; participants; perspectives; reading; source; source perspectives; students; texts; topic
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        item: #24 of 261
          id: flr-1247
      author: Fortes, Gabriel; De Brasi, Leandro; Baumtrog, Michael
       title: Employing the intellectual virtues to better understand argumentation interventions in education
        date: 2024
       words: 9270
      flesch: 39
     summary: Virtue argumentation. Through the exploration of three cases of classroom argumentation and discussion experiences, we hypothesize that virtuous-like behavior may serve as an enabling condition for each intervention.
    keywords: argumentation; baumtrog; classroom; design; development; discussion; education; humility; intellectual; interventions; knowledge; learning; open; research; skills; students; thinking; understanding; virtues
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        item: #25 of 261
          id: flr-1277
      author: Silvola, Anni; Sjöblom, Amanda; Näykki, Piia; Gedrimiene, Egle; Muukkonen, Hanni
       title: Learning analytics for academic paths: student evaluations of two dashboards for study planning and monitoring
        date: 2023
       words: 10278
      flesch: 55
     summary: /flr.v11i2.1277 Learning analytics for academic paths: student evaluations of two dashboards for study planning and monitoring Anni Silvolaa, Amanda Sjöblomb, Piia Näykkic, Egle Gedrimienea, Hanni Muukkonena a University of Oulu, Finland b Aalto University, Finland c University of Jyväskylä, Finland Article received 21 April 2023 / revised 27 October 2023 / accepted 27 October 2023 / available online 6 December 2023 The study specifically focused on the student evaluations of the dashboard support and challenges, and the differences of student evaluations based on their self-efficacy beliefs and resource management strategies.
    keywords: beliefs; efficacy; lads; learning; management; monitoring; planning; self; srl; students; studies; study; support
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        item: #26 of 261
          id: flr-13
      author: Musso, Mariel F.; Kyndt, Eva; Cascallar, Eduardo C.; Dochy, Filip
       title: Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks
        date: 2013
       words: 16999
      flesch: 45
     summary: Other attentional networks seem to be much less discriminating among students who reach certain threshold levels needed for high academic performance. Abstract Many studies have explored the contribution of different factors from diverse theoretical perspectives to the explanation of academic performance.
    keywords: ann; attention; cascallar; cognitive; data; et al; gpa; learning; memory; model; musso; network; performance; prediction; research; strategies; students; study; time; variables
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        item: #27 of 261
          id: flr-130
      author: Südkamp, Anna; Pohl, Steffi; Weinert, Sabine
       title: Competence Assessment of Students With Special Educational Needs—Identification of Appropriate Testing Accommodations
        date: 2015
       words: 13757
      flesch: 54
     summary: Students with SEN-L as well as students in the LAT were, thus, compared to general education students in the main sample. In order to discern whether test items do not function properly because the accommodations change the test construct or whether students with SEN-L still have problems with the test, we implemented a group of low achieving students without SEN.
    keywords: accommodations; competence; dif; education students; educational; fit; group; item; reading; reading test; sample; sen; standard; students; study; test; test versions; testing
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        item: #28 of 261
          id: flr-1301
      author: Hyyppä, Iina; Rasa, Tapio; Laherto, Antti
       title: Fostering students’ systems thinking through futures education
        date: 2024
       words: 14062
      flesch: 46
     summary: Keywords: systems thinking; future visions; futures thinking; futures education; secondary education mailto:iina.hyyppa@helsinki.fi https://doi.org/10.14786/flr.v12i2 Hyyppä, Rasa, & Laherto 28 | F L R 1. Within the same international research project on teaching and developing students’ futures thinking skills, Bol et al. (2023) create guidelines on for futures thinking, involving the constancy of change, reflections on the meanings of time, accepting un- certainty and ambiguity, stimulating long-term and systems thinking and curiosity, promoting imagina- tion and plural, open thinking, as well as consciously understanding the impacts of choices and engaging with the thought-up futures.
    keywords: agency; change; city; development; education; future; futures education; group; nature; rasa; society; spheres; students; systems; technology; thinking; visions
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        item: #29 of 261
          id: flr-1305
      author: Do, Minh-Ly; Hascher, Tina
       title: Peer cooperation during teaching in paired field placements: Forms and challenges 
        date: 2023
       words: 14441
      flesch: 50
     summary: The added value of the identification of student teachers’ challenges and coping strategies is twofold: first, it can enrich our knowledge of how personal growth and professional development in paired field placements can be enhanced or impeded; second, it can inform teacher education and mentor teachers to better understand when student teacher cooperation needs support in paired field placements. Student teacher cooperation can be seen as an opportunity to learn from each other, for Do | F L R 96 example through peer coaching and mentoring (e.g. Howlett & Nguyen, 2020; Wynn & Kromrey, 2000).
    keywords: challenges; conflicts; cooperation; coping; education; field; instruction; peer; peer cooperation; placements; planning; reflection; student; student teachers; teachers; teaching; team; team teaching; work
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        item: #30 of 261
          id: flr-131
      author: Fischer, Frank; Järvelä, Sanna
       title: Methodological Advances in Research on Learning and Instruction and in the Learning Sciences
        date: 2014
       words: 2938
      flesch: 41
     summary: Given these assumptions, it comes as no surprise that learning sciences research focuses on learning in authentic activities in contexts rather than settings stripped off the context for reasons of control in the experimental studies. Learning research is not an exception here, the same applies to other fields like, e.g. physics, where pioneering research at the edges of current scientific knowledge is more “messy” as well (Wieman, 2014).
    keywords: fischer; individual; instruction; järvelä; learning; research; sciences
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        item: #31 of 261
          id: flr-1313
      author: Tang, Xin; Chen, I-Chien; Lavonen, Jari; Schneider, Barbara; Krajcik, Joseph; Salmela-Aro, Katariina
       title: Optimal Learning Moments in Finnish and US Science Classrooms: A Psychological Network Analysis Approach
        date: 2025
       words: 6568
      flesch: 53
     summary: 1.1 Optimal learning moments and the co-occurred experiences While being in optimal learning moments requires the simultaneous feelings of being skilled, challenged, and interested, there are several experiences that may promote or hinder optimal learning moments (Schneider et al., 2016). The last category is the accelerants, including feelings of stressed and anxious, that might positively or negatively associate with optimal learning moments depending on their level (Schneider et al., 2016).
    keywords: et al; experiences; learning; learning moments; moments; network; olm; science
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        item: #32 of 261
          id: flr-1315
      author: Haataja, Eetu; Törmänen, Tiina; Somerville, Matthew P.; Malmberg, Jonna; Järvenoja, Hanna; Järvelä, Sanna
       title: A momentary view of engagement in collaborative learning: Triangulation through multimodal data
        date: 2025
       words: 9639
      flesch: 44
     summary: In the exam, student groups first had twenty minutes to explore a simulation of light refraction with a computer and write notes. The challenges of defining and measuring student engagement in science.
    keywords: collaboration; corl; engagement; et al; group; learning; regulation; research; ssrl; students; synchrony; task
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        item: #33 of 261
          id: flr-132
      author: Bempeni, Maria; Vamvakoussi, Xenia
       title: Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study
        date: 2015
       words: 9684
      flesch: 57
     summary: We stress that at the moment this study took place the mathematics curriculum as well as the mathematics textbooks, were “traditional’, in the sense that they emphasized general, computation-intensive procedures for dealing with fraction tasks (Smith, 1995). We also provide preliminary evidence indicating that students with strong conceptual fraction knowledge adopt a deep approach to mathematics learning (associated with the intention to understand), whereas students with poor conceptual fraction knowledge adopt a superficial approach (associated with the intention to reproduce).
    keywords: c s; filio; fractions; knowledge; learning; mathematics; p s; students; tasks; understanding
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        item: #34 of 261
          id: flr-1325
      author: Vermeire, Zowi; de Haan, M.J.; Sefton-Green, J.; Akkerman, S.F.
       title: Platformised Affinity Spaces: Learning communities on YouTube, Twitch and TikTok 
        date: 2024
       words: 13098
      flesch: 48
     summary: Simultaneously, academics argue that these informal, ‘networked’, online learning communities challenge traditional learning institutions (Akkerman & Leijen, 2010; Säljö, 2010). At the same time, we can be critical of the lack of attention to platform control in the literature on online learning communities.
    keywords: affinity; affinity spaces; communities; community; gee; grammar; interactions; learning; learning communities; online; people; platforms; spaces; tiktok; twitch; youtube
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        item: #35 of 261
          id: flr-1331
      author: Davis, Susannah; Nolen, Susan; Koretsky, Milo
       title: Inclusive Excellence in Practice: Integrating Equitable, Consequential Learning and an Inclusive Climate in Higher Education Classrooms and Institutions
        date: 2024
       words: 17618
      flesch: 40
     summary: Using a design-based implementation research (DBIR) approach (Penuel et al., 2011; Sabelli & Dede; 2013) and our evolving sociocultural theoretical framework, we pursued these objects simultaneously, collecting and analyzing data that was used to inform the ongoing change efforts (Davis et al., 2023; Koretsky et al., 2018; Lutz et al., 2019; Michor et al., 2019; Nolen et al., 2024). We draw on several previously published analyses of particular aspects of the study (e.g., Davis et al., 2023; Koretsky et al., 2018; Nolen et al., 2024), supplemented by more recent analyses of additional faculty interviews and observational and documentary evidence to create a more holistic picture of how this framework both derived from and informed the ongoing departmental reform.
    keywords: change; classroom; climate; davis; deij; department; development; education; engineering; et al; faculty; framework; goals; inclusive; journal; koretsky; learning; nolen; practices; research; students; support; work
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        item: #36 of 261
          id: flr-1347
      author: Nielsen, Tine
       title: Student teachers’ opportunities to learn through observation, own practice and feedback on the practice while in field practice placements: a graphical model approach
        date: 2024
       words: 6967
      flesch: 50
     summary: The current study The aim of the current study was thus to conduct a first study of the relationships between opportunities to learn through observation, own practice and receiving feedback while in field practice, as measured with the FPE-DK, with the level of field practice students had just completed as well as the interrelationship between the three field experience scales themselves. Keypoints Opportunities to learn through observation, own practice and feedback on practice, while in teacher education field practice is studied Such opportunities to learn have not previously been studied to determine their relationships with the progression of teacher education programmes Chain graph models for ordinal data are used to study these relationships in the Danish teacher education context Opportunities to learn through observation of fellow students and other teachers declined as the programme progressed Opportunities to learn through own practice increased as the programme progressed Acknowledgments Participating students are acknowledged for their willingness to participate.
    keywords: education; feedback; field practice; level; nielsen; observation; opportunities; practice; programme; students; teacher; teacher education; teaching
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        item: #37 of 261
          id: flr-1349
      author: Alp Christ, Ayşenur; Capon-Sieber, Vanda; Köhler, Carmen; Klieme, Eckhard; Praetorius, Anna-Katharina
       title: Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes
        date: 2024
       words: 21072
      flesch: 49
     summary: H4: Student support indirectly predicts the development of student achievement and interest through depth of processing, time-on-task, and need satisfaction. This study investigated the mediating role of depth- of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort.
    keywords: achievement; activation; alp; capon; christ; classroom; cognitive; depth; effects; et al; interest; learning; level; management; mathematics; model; need; outcomes; processing; quality; research; satisfaction; sieber; sieber et; student; student support; study; support; task; teacher; teaching; time
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        item: #38 of 261
          id: flr-135
      author: Cascallar, Eduardo; Musso, Mariel F.; Kyndt, Eva; Dochy, Filip
       title: Modelling for understanding AND for prediction/classification - the power of neural networks in research
        date: 2015
       words: 7099
      flesch: 46
     summary: Neural network models as an alternative to regression. Prediction intervals for neural network models.
    keywords: analysis; anns; cascallar; data; doi; et al; methods; modelling; models; musso; networks; research
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        item: #39 of 261
          id: flr-136
      author: Niculescu, Alexandra Corina; Tempelaar, Dirk; Dailey-Hebert, Amber; Segers, Mien; Gijselaers, Wim
       title: Exploring the antecedents of learning-related emotions and their relations with achievement outcomes
        date: 2015
       words: 8060
      flesch: 46
     summary: Such emotions, known as achievement related emotions, can have serious consequences on how students perform within a course (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011). To what extent can the direct and distal antecedents together explain student performance at the course level?
    keywords: achievement; adaptive; antecedents; control; course; emotions; learning; lres; pekrun; performance; students
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        item: #40 of 261
          id: flr-1367
      author: Baines, Edward; Somerville, Matthew; Böheim, Ricardo; Pervez, Aneeza; Zhao, Yue; Symonds, Jennifer; Davies, Aisling; Blatchford, Peter
       title: The impact of academically and socially focused peer relations on children’s engagement and academic progress in primary school 
        date: 2025
       words: 12075
      flesch: 54
     summary: Special Issue: Perspectives on Momentary Engagement and Learning Situated in Classroom Contexts 36 | F L R Table 2 Correlations among peer relations (social and academic), momentary engagement, classroom engagement and school engagement measures Peer relations measures Momentary engagement measures Classroom engagement measures School engagement measures Social Academic 2. 3. 4. 5. 6. 7. 8. 9. School engagement measures were only weakly associated with science attainment, and momentary engagement measures, with the exception of off-task passive, did not correlate at all with science attainment.
    keywords: attainment; baines; children; classroom; data; engagement; learning; measures; peer; pupils; relations; report; research; school; school engagement; work; year
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        item: #41 of 261
          id: flr-137
      author: Kärner, Tobias; Sembill, Detlef; Aßmann, Christian; Friederichs, Edgar; Carstensen, Claus H.
       title: Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modeling: illustrated with the example of students’ stress experience
        date: 2017
       words: 12902
      flesch: 51
     summary: The complexity of learning contents within the classroom context can be described via Bloom’s taxonomy of learning objectives providing a hierarchical classification of the cognitive challenge of handling a given learning material (such as “applying”, “analysing”, “synthesizing”, and “evaluating”; Bloom et al., 1956). Takahashi et al. (2005) identified a significant positive correlation between individual trait anxiety and baseline cortisol concentration (r = .58) and a positive but non-significant correlation between state anxiety and baseline cortisol concentration (r = .25).
    keywords: analysis; classroom; concept; context; coping; cortisol; demands; doi; effects; et al; experience; learning; level; model; research; self; stress; students
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        item: #42 of 261
          id: flr-1371
      author: Renninger, K. Ann; Böheim, Ricardo; Corven, Julien; De Dios, Maria Consuelo; Hogan, Maeve R.; Kyaw, Moe Htet; Michels, Ana G.; Nakayama, Marina; Torres, Pablo E.; Werneck de Souza Dias, Helena; Yared, Feven
       title: Exploring Math Moments: Middle-schoolers’ Phases of Problem-solving, Executive Functions in Practice, and Collaborative Problem Solving
        date: 2025
       words: 14484
      flesch: 51
     summary: They further point to the benefit of student group engagement in the phase of Exploring, in particular, as Exploring was associated with increased use of Working Memory and Collaboration. Although there were different numbers of students in the two groups selected for analysis, data from prior study suggested that differences in the number of participants in student groups did not influence the observable dynamics of groups.
    keywords: checking; cognitive; collaboration; construction; cps; efp; engagement; et al; group; learning; math; mathematics; moments; phases; problem; session; solving; students; working
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        item: #43 of 261
          id: flr-1381
      author: Bronkhorst, Larike H.; Renes, Marlon; Bon, Dagmar; Rookmaaker, Noah S.; van Leest, Anne
       title: Learning to change the world: Dis/continuity in adolescents’ learning across climate activism and life-wide contexts
        date: 2024
       words: 9486
      flesch: 44
     summary: While individual learning is not the objective of climate activism, research has documented that young adults learn in climate activism movements. Frontline Learning Research Vol. 12 No. 3 (2024) 1 - 19 ISSN 2295-3159 Corresponding author: Larike Bronkhorst, Utrecht University, The Netherlands l.h.bronkhorst@uu.nl DOI: https://doi.org/10.14786/flr.v12i3.1381 Learning to change the world: Dis/continuity in learning across climate activism and life-wide contexts Larike H. Bronkhorst, Marlon Renes, Dagmar Bon, Noah Rookmaaker, Anne van Leest Utrecht University, the Netherlands Article received 4 October 2024 /
    keywords: activism; adults; akkerman; bronkhorst; climate; climate activism; contexts; continuity; discontinuity; education; et al; learning; research; study
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        item: #44 of 261
          id: flr-1387
      author: Mejeh, Mathias; Stampfli, Barbara; Hascher, Tina
       title: Understanding the Promotion of Self-Regulated Learning in Upper Secondary Schools: How can Teaching Quality Criteria contribute?
        date: 2024
       words: 13940
      flesch: 43
     summary: Teaching Quality Research on teaching's impact on student learning, often termed “teaching quality” or “teaching effectiveness” (Seidel & Shavelson, 2007), has a longstanding tradition. Effects of learning skills interventions on student learning: A meta-analysis.
    keywords: classroom; dimensions; environment; et al; learning; learning time; quality; regulation; research; school; self; srl; students; study; subjects; support; teachers; teaching; time
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        item: #45 of 261
          id: flr-139
      author: Reed, Helen C.; Kirschner, Paul A.; Jolles, Jelle
       title: Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study
        date: 2015
       words: 10440
      flesch: 56
     summary: Furthermore, secondary school students are often expected to regulate their own learning at a time when their behavioural control is compromised by a heightened sensitivity to motivational cues (Somerville & Casey, 2010). The results could therefore be of considerable value in identifying factors that could affect students’ ability to maintain the levels of secondary school performance that are expected in their designated track.
    keywords: beliefs; concept; educational; effect; efficacy; grade; math; math performance; math self; performance; school; self; students; study; track
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        item: #46 of 261
          id: flr-14
      author: Sinha, Suparna; Gray, Steven; Hmelo-Silver, Cindy E.; Jordan, Rebecca; Eberbach, Catherine; Goel, Ashok; Rugaber, Spencer Rugaber
       title: Conceptual representations for transfer: A case study tracing back and looking forward
        date: 2013
       words: 10583
      flesch: 58
     summary: In the research reported here, we seek to explain a case of transfer through examining the processes by which a conceptual representation used to reason about complex systems was transferred from one natural system (an aquarium ecosystem) to another natural system (human cells and body systems). In addition, our prior research suggests that use of certain conceptual representations can promote understanding of complex systems.
    keywords: hypermedia; learning; research; sbf; students; systems; teacher; tool; transfer; understanding
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        item: #47 of 261
          id: flr-141
      author: Seiz, Johanna; Voss, Thamar; Kunter, Mareike
       title: When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management
        date: 2015
       words: 9983
      flesch: 49
     summary: Second, with our test of teachers’ pedagogical/psychological knowledge we introduced an objective and direct measure of teachers’ cognitive resources, and thus went beyond subjective or distal measures (e.g., course work) to assess teacher knowledge. Thus, the new theoretical and empirical integration of two distinct areas of teacher quality broadens our understanding of teacher resources necessary for effective instruction.
    keywords: classroom; classroom management; doi; educational; exhaustion; knowledge; level; management; psychological; psychology; ratings; research; resources; students; teachers; teaching
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        item: #48 of 261
          id: flr-1415
      author: Räihä, Kristiina; Katajavuori, Nina; Vehkalahti, Kimmo; Asikainen, Henna
       title: Effects of Study-Integrated Well-Being Course Intervention for Different Burnout and Engagement Profiles of University Students
        date: 2024
       words: 12322
      flesch: 48
     summary: Keywords: Study burnout; engagement; well-being; psychological flexibility; organised studying; university students mailto:kristiina.raiha@helsinki.fi Räihä, Katajavuori, Vehkalahti & Asikainen 46 | F L R 1. Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches.
    keywords: aro; burnout; changes; course; engagement; et al; flexibility; profiles; research; salmela; students; study; study burnout; studying; university
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        item: #49 of 261
          id: flr-1417
      author: Horlenko, Kateryna; Kaminskienė, Lina; Lehtinen, Erno
       title: Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom
        date: 2024
       words: 10676
      flesch: 44
     summary: Student teachers’ and experienced teachers’ professional vision of students’ understanding of the rational number concept. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL.
    keywords: attention; behaviours; classroom; et al; eye; learning; professional; profiles; rating; report; research; self; srl; student; student srl; study; teacher; vision
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        item: #50 of 261
          id: flr-1419
      author: Kusters, Max; De Vetten, Arjen; Admiraal, Wilfried; Van der Rijst, Roeland
       title: Developing Scenarios for Exploring Teacher Agency in Universities: A Multimethod Study
        date: 2024
       words: 13232
      flesch: 53
     summary: DOI: https://doi.org/10.14786/flr.v12i2.1419 Developing Scenarios for Exploring Teacher Agency in Universities: A Multimethod Study Max Kusters1, Arjen De Vetten1, Wilfried Admiraal2, & Roeland Van der Rijst1 1 ICLON Graduate School of Teaching, Leiden University, P.O. Box 905, Leiden, 2300 AX, the Netherlands 2 Centre for the Study of Professions, Oslo Metropolitan University, PO Box 4 St. Olavs Plass, N-0130, Oslo, Norway Article received 21 December 2023 / In this multimethod study, we examined the process of developing and validating scenarios for measuring teacher agency in universities.
    keywords: agency; data; kusters; lecturers; participants; perspective; research; scenarios; solution; students; study; teacher; teacher agency; teaching; title; university
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        item: #51 of 261
          id: flr-1421
      author: Vinokic, Konstantin; Begrich, Lukas; Kunter, Mareike; Kuger, Susanne
       title: The Underlying Cognitive Processes of Thin Slices Judgments on Teaching Quality
        date: 2024
       words: 15879
      flesch: 56
     summary: Drawing on the evidence, thin slices raters evaluated the information to a lesser extent compared to raters with access to more information, highlighting a clear distinction between cognitive processes underlying thin slices ratings and processes of System 2. The accuracy of thin slices ratings is often explained by dual process theories of social cognition, whereby System 1 refers to an intuitive and fast way of processing, while System 2 denotes a more reflective and analytical way of processing.
    keywords: begrich; code; data; et al; information; judgments; kunter; longs; participants; processes; quality; raters; ratings; research; slices; slices raters; slices ratings; system; teacher; video
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        item: #52 of 261
          id: flr-1423
      author: Henritius, Eija; Hannula, Markku; Erästö, Panu; Salonen, Visajaani; Löfström, Erika
       title: University Student’s Emotional States during Virtual Learning
        date: 2025
       words: 11843
      flesch: 51
     summary: The multi-measurement point approach, with the identification of emotion profiles and qualitative accounts on student experiences makes a novel contribution to the field by showing how emotions fluctuate in various profiles. Researchers studying virtual learning environments have begun to acknowledge the role of student emotions and their study experiences in such learning environments (Tan et al., 2021).
    keywords: achievement; analysis; control; course; emotions; experiences; learning; motivation; online; performance; profile; research; self; students; study; table; value
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        item: #53 of 261
          id: flr-1431
      author: Symonds, Jennifer; Boheim, Ricardo; Somerville, Matthew; Baines, Edward; Tang, Xin; Oeri, Niamh; Rinas, Raven; Buehler, Florian; Benke, Gertraud; Davies, Aisling; Sloan, Seaneen; Devine, Dympna; Martinez Sainz, Gabriella
       title: Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study : Momentary Behavioural Engagement
        date: 2025
       words: 7583
      flesch: 47
     summary: Class size, classroom composition factors, and momentary behavioural engagement Blatchford and Russell (2020) show that the empirical literature on the effect of class size on student achievement is riddled with inconsistencies. Put simply, larger class size is a risk factor for behavioural disengagement for lower ability children, whereas higher ability children appear to be less vulnerable to the negative impact of larger classes.
    keywords: ability; behaviour; children; class; classes; classroom; engagement; et al; learning; school; size; task
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        item: #54 of 261
          id: flr-147
      author: Baptista, Ana; Frick, Liezel; Holley, Karri; Remmik, Marvi; Tesch, Jakob; Åkerlind, Gerlese
       title: The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation
        date: 2015
       words: 6613
      flesch: 40
     summary: Meanwhile, a common assumption seems to exist that the process of engaging in doctoral research will in and of itself lead to originality, as if through some magical process: “The goal of doctoral education is to cultivate the research mindset, to nurture flexibility of thought, creativity and intellectual autonomy through an original, concrete research project. Baptista et al   | F L R       58   3. Creativity Along with the expectation of originality, doctoral research is strongly associated with creativity, commonly as a way in which students engage in the research process.
    keywords: creativity; doctorate; education; innovation; knowledge; new; originality; process; research; risk; students; theses; university; work
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        item: #55 of 261
          id: flr-149
      author: Castelló, Montserrat; Kobayashi, Sofie; McGinn, Michelle; Pechar, Hans; Vekkaila, Jenna; Wisker, Gina
       title: Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career
        date: 2015
       words: 7506
      flesch: 42
     summary: In this contribution, we first offered a framework to account for the notion of researcher identity, which provides a new comprehensive way to analyse researcher identity development within the complex and intertwined spheres of activity in which ECRs are involved. The proposed comprehensive framework allows for the analysis of researcher identity development through the complex and intertwined activities in which ECRs are involved.
    keywords: academic; activity; career; development; doctoral; ecrs; education; identity; learning; professional; researcher; signals; spheres
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        item: #56 of 261
          id: flr-1523
      author: Fryer, Luke
       title: A psychological platform for GenAI and human co-piloting in education
        date: 2025
       words: 4278
      flesch: 46
     summary: Psychological needs theory (specifically needs for relatedness and competence) is a firm theoretical foundation upon which to develop co-piloting instruction. Fryer 79 | F L R 2.4 Challenges for GenAI and Involvement Clearly, involvement is important for student learning.
    keywords: education; genai; human; involvement; learning; needs; students; teachers
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        item: #57 of 261
          id: flr-154
      author: Lindblom-Ylänne, Sari; Saariaho, Emmi; Inkinen, Mikko; Haarala-Muhonen, Anne; Hailikari, Telle
       title: Academic procrastinators, strategic delayers and something betwixt and between: An interview study
        date: 2015
       words: 8910
      flesch: 52
     summary: Strategic delayers met parameters 1 to 4 and Unnecessarily delaying students parameters 1 to 5. Keywords: academic procrastination; strategic delay; dilatory behaviour; university student                                                                                                                           1  Corresponding author: Sari Lindblom-Ylänne, Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, 00014 University of Helsinki , Finland, Email: sari.lindblom@helsinki.fi DOI: http://dx.doi.org/10.14786/flr.v3i2.154 Lindblom-­‐Ylänne  et  al       | F L R     48   1.
    keywords: delay; discomfort; klingsieck; learning; procrastination; regulation; self; students; study; time
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        item: #58 of 261
          id: flr-1555
      author: Consoli, Tessa
       title: Different Media Education Approaches Predict Distinct Aspects of Digital Citizenship
        date: 2024
       words: 12505
      flesch: 38
     summary: By identifying school-based media education practices that are likely to be particularly effective in promoting young people’s digital citizenship practices, this study may also inform practitioners and policymakers interested in implementing school digital citizenship education practices. These results show that online political engagement is moderately widespread among Swiss adolescents and that gender influences it, but nothing is known about the relationship between school activities and the development of this type of engagement.
    keywords: activities; analysis; behavior; citizenship; consoli; digital; education; engagement; impact; media; media education; model; participation; people; practices; school; students; study; use; variables
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        item: #59 of 261
          id: flr-1569
      author: Guzman-Jimenez, Rosario; Prem, Dhavit; Saldívar, Alvaro; Escotto-Córdova, Eduardo Alejandro
       title: Yupana Inka Tawa Pukllay arithmetic eye tracking analysis: novices 
        date: 2025
       words: 10153
      flesch: 47
     summary: This question seeks to identify alterations in visual attention patterns resulting from the acquisition of the YITP method. The aim of the present study was to evaluate the differences in visual attention patterns during the teaching-learning process, measured by eye tracking, between groups of novices and experts in the YITP method as well as the changes in these patterns before and after learning the method.
    keywords: arithmetic; attention; board; dispersion; experts; eye; figure; learning; method; moves; number; participants; patterns; test; tokens; tracking; yitp; yupana
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        item: #60 of 261
          id: flr-1587
      author: Kyriakopoulou, Natassa / Anastasia
       title: Reconceptualizing momentary engagement through the lens of conceptual change learning
        date: 2025
       words: 7190
      flesch: 34
     summary: Differentiate between various modes of active learning and the depth of student engagement. Student engagement with school: Critical conceptual and methodological issues of the construct.
    keywords: beliefs; change; classroom; colleagues; educational; engagement; knowledge; learning; students
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        item: #61 of 261
          id: flr-1589
      author: Moberg, Joona; Hannula-Sormunen, Minna; Hähkiöniemi, Markus; Lehtinen, Erno
       title: Analyzing teachers’ scripts from teachers’ reflections after they tried to encourage students’ flexible mathematical thinking
        date: 2025
       words: 16109
      flesch: 42
     summary: Teachers' formal professional knowledge can be seen as equivalent to doctors' formal biomedical knowledge (e.g., theoretical information about the human cardiovascular system), while knowledge teachers use in practical situations is the counterpart of doctors’ clinical knowledge (e.g., practice-based knowledge about symptoms associated with different diseases, potential treatments, and prognoses of their effects (Boshuizen et al., 2012; Charlin et al., 2000; Jarodzka et al., 2013; Schmidt & Boshuizen, 1993). The processes leading to script restructuring and construction through the encapsulation of formal professional knowledge and knowledge teachers use in practical situations .
    keywords: construction; course; et al; event; experiences; knowledge; learning; mathematics; professional; reflections; representations; restructuring; script; signs; students; teachers; teaching; thinking; wolff et
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        item: #62 of 261
          id: flr-159
      author: Iiskala, Tuike; Volet, Simone; Lehtinen, Erno; Vauras, Marja
       title: Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation
        date: 2015
       words: 14231
      flesch: 50
     summary: Since SSMR of difficult learning or problem solving can be highly demanding, some students can reasonably be expected to engage more than others do in the social regulation of group cognitive process. Prinsen, Volman and Terwel’s (2007) study of primary-school classes, also conducted in an asynchronous CSCL environment, revealed evidence of mutual engagement in discussing, monitoring, and evaluating group processes and in instructing fellow students, but limited time was spent regulating the cognitive activities’ direction (6%).
    keywords: cscl; group; inquiry; knowledge; learning; learning process; notes; phases; process; regulation; research; ssmr; ssmr threads; students; study; threads
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        item: #63 of 261
          id: flr-16
      author: Marton, Ference; Pang, Ming Fai
       title: Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool
        date: 2013
       words: 10532
      flesch: 63
     summary: In M. L. Lo, W. Y. Pong & P. M. P. Chik (Eds.), For each and everyone: Catering for individual differences through learning studies (pp. 75-116). For each and everyone: Catering for individual differences through learning studies.
    keywords: conjecture; demand; learning; marton; pang; price; students; study; supply; test; variation
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        item: #64 of 261
          id: flr-161
      author: Zander, Steffi; Reichelt, Maria; Wetzel, Stefanie; Kämmerer, Frauke; Bertel, Sven
       title: Does Personalisation Promote Learners’ Attention? An Eye-Tracking Study
        date: 2015
       words: 5308
      flesch: 45
     summary: Several studies have revealed personalised language effects, mostly for transfer and retention, but also for motivation (interest and intrinsic motivation) and for perceived cognitive load (difficulty and invested mental effort). Keywords: multimedia learning; personalisation effect; motivation and learning; eye- tracking; mixed-methods Zander'et 'al ' ' ' | F L R 2 1.
    keywords: data; eye; fixation; learning; mayer; motivation; personalisation; text
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        item: #65 of 261
          id: flr-162
      author: Fleckenstein, Johanna; Zimmermann, Friederike; Köller, Olaf; Möller, Jens
       title: What Works in School? Expert and Novice Teachers’ Beliefs about School Effectiveness
        date: 2015
       words: 11034
      flesch: 53
     summary: Keywords: Teacher beliefs; teacher education; professional competence; school effectiveness   Fleckenstein  et  al   F   | F L R     28   Teachers’ beliefs are often guided by subjective experience rather than by empirical data. In many empirical studies on teacher beliefs, however, the distinction between knowledge and beliefs is rather blurry.
    keywords: achievement; beliefs; education; effectiveness; expert; factors; hattie; learning; research; school; service; student; teachers; teaching; variables
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        item: #66 of 261
          id: flr-163
      author: Prast, Emilie Johanna; Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H.; Van Luit, Johannes E.H.
       title: Readiness-based differentiation in primary school mathematics: expert recommendations and teacher self-assessment
        date: 2015
       words: 14793
      flesch: 46
     summary: Individualizing student instruction precisely: Effects of child x instruction interactions on first graders' literacy development. The literature indicates that the effects of within-class ability grouping may depend upon student achievement level, with smaller or even negative effects for low-achieving students (Deunk et al., 2015; Lou et al., 1996).
    keywords: achieving; consensus; differentiation; dsaq; educational; experts; factor; goals; instruction; mathematics; needs; practice; progress; strategies; students; study; teachers; use
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        item: #67 of 261
          id: flr-1647
      author: Böheim, Ricardo; Symonds, Jennifer
       title: Perspectives on Momentary Engagement and Learning Situated in Classroom Contexts
        date: 2025
       words: 4641
      flesch: 35
     summary: Abstract In recent years, there has been a strong call for more fine-grained analyses of student engagement to better capture its nature as a situated, momentary phenomenon. Educators, policymakers, and researchers are continually striving to find the best possible answers to these questions, aiming to enhance student engagement and improve learning outcomes.
    keywords: classroom; contexts; engagement; learning; research; students; symonds
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        item: #68 of 261
          id: flr-1653
      author: Huber, Stefan; Cloude, Elizabeth; Ober, Lukas; Edlinger, Moritz; Lindstedt, Antero; Kiili, Kristian; Ninaus, Manuel
       title: Addressing boundary conditions of cognitive and motivational effects of gamified learning
        date: 2025
       words: 14836
      flesch: 46
     summary: In contrast, cognitive learning outcomes seem comparatively robust across different contextual factors, with some indication of subtle influences in agreement with cognitive learning theories. That is, game elements might have positive effects on cognitive learning outcomes, but not on motivational or behavioral outcomes (Sailer & Homner, 2020).
    keywords: cognitive; conditions; context; effect; et al; game; gamification; gamified; learning; learning outcomes; learning task; motivational; online; outcomes; participants; research; studies; study; task; version
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        item: #69 of 261
          id: flr-166
      author: Raes, Elisabeth; Dochy, Filip; Kyndt, Eva
       title: Turning points during the life of student project teams: A qualitative study
        date: 2015
       words: 15437
      flesch: 59
     summary: In this study, they are tracked by means of team interviews and reflection papers of team members. Introduction In organisations, teamwork is set up to create interdependent collaboration between team members to accomplish a common task.
    keywords: collaboration; conflict; group; level; points; project; raes; study; task; team development; team members; teams; time; turning; turning point
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        item: #70 of 261
          id: flr-168
      author: Tulis, Maria; Steuer, Gabriele; Dresel, Markus
       title: Learning from errors: A model of individual processes
        date: 2016
       words: 8718
      flesch: 41
     summary: Steuer et al. (2013) further demonstrated that classroom error climate has an impact on students’ affective-motivational and action adaptivity of error reactions, which, in turn, were positively associated with students’ self-reported effort. Errors are a natural by-product of attempting challenging learning tasks and they may, in particular, provide learning opportunities (Van Lehn, 1988).
    keywords: cognitive; errors; individual; learners; learning; model; motivational; processes; regulation; research; self; strategies; tulis
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        item: #71 of 261
          id: flr-169
      author: Möller, Jens
       title: The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory
        date: 2016
       words: 5905
      flesch: 43
     summary: Jansen et al. (2015) analyzed dimensional comparison effects for five domains and found support for the hypotheses which derived from the DCT. However Dietrich, Dicke, Kracke, & Noack (2015) found dimensional comparison effects when analyzing cross- domain relations of teacher support and motivation: Higher levels of perceived teacher support in one subject were negatively related to students’ intrinsic value and effort in another subject.
    keywords: achievement; comparisons; dct; domain; effects; math; model; möller; self
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        item: #72 of 261
          id: flr-174
      author: Rantavuori, Juhana; Engeström, Yrjö; Lipponen, Lasse
       title: Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers
        date: 2016
       words: 13899
      flesch: 49
     summary: Our study is focused on two important aspects of expansive learning, namely types and sequences of expansive learning actions (Engeström & Sannino, 2010) and types and sequences of object-oriented interaction (Engeström, 2008; Fichtner, 1984; Raiethel, 1983). How does the integration of conceptual frameworks of expansive learning actions and types of interaction work in the analysis of data from a single session of collaborative learning not deliberately designed to follow the guidelines of expansive learning?
    keywords: activity; analysis; cooperation; interaction; learning; learning actions; learning process; meeting; model; new; object; study; types
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        item: #73 of 261
          id: flr-177
      author: Andres, Lesley; Bengtsen, Søren S.E.; Gallego Castaño, Liliana; Crossouard, Barbara; Keefer, Jeffrey M; Pyhältö, Kirsi
       title: Drivers and Interpretations of Doctoral Education Today: National Comparisons
        date: 2015
       words: 9408
      flesch: 41
     summary: In an era where mobility regarding doctoral education policy is on the agenda, more attention should be given to what is actually possible to transfer across national arenas; c) what possibilities and challenges do the infrastructures of graduate schools bring with them in relation to doctoral education. In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent.
    keywords: countries; degree; drivers; education; european; international; national; number; oecd; phd; policy; programs; quality; research; science; skills; students; universities; university
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        item: #74 of 261
          id: flr-179
      author: Dörrenbächer, Laura; Perels, Franziska
       title: Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning
        date: 2015
       words: 11004
      flesch: 43
     summary: Future studies should validate SRL models on a sample that is more representative for the diversity of our society and the lifelong learners living in it. Thus, trait SRL can be described as a general disposition of students and learners in general (Boekaerts & Corno, 2005) or as relatively stable tendencies to use SRL strategies.
    keywords: delay; factor; future; gratification; learning; model; motivational; perspective; procrastination; research; self; srl; students; study; time; trait; volition
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        item: #75 of 261
          id: flr-182
      author: Korpershoek, Hanke
       title: Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education
        date: 2016
       words: 8558
      flesch: 47
     summary: May   Abstract The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students’ academic achievement in addition to the effect of students’ cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement, and (3) to find out whether school motivation mediated the relation between school commitment and academic achievement. Keywords: school motivation; school commitment; cognitive capacities; academic achievement; identity development theory; achievement goal theory Korpershoek       | F L R     29   1.
    keywords: achievement; commitment; doi; goals; identity; model; motivation; performance; school; school commitment; school motivation; students
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        item: #76 of 261
          id: flr-186
      author: Boeren, Ellen; Lokhtina-Antoniou, Irina; Sakurai, Yusuke; Herman, Chaya; McAlpine, Lynn
       title: MENTORING: A REVIEW OF EARLY CAREER RESEARCHER STUDIES
        date: 2015
       words: 6387
      flesch: 43
     summary: In order to better understand the benefits of mentoring for ECRs careers and psychosocial well-being, it is important to understand (1) the core definitions of mentoring used in research, (2) the research methodologies that are applied to research mentoring, (3) the empirical evidence showing the value of mentoring and (4) the remaining gaps for which future research will be needed. A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment.
    keywords: academic; career; development; education; et al; journal; learning; mentoring; research; review; studies
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        item: #77 of 261
          id: flr-191
      author: González-Ocampo, Gabriela; Kiley, Margaret; Lopes, Amélia; Malcolm, Janice; Menezes, Isabel; Morais, Ricardo; Virtanen, Viivi
       title: The curriculum question in doctoral education
        date: 2015
       words: 8994
      flesch: 46
     summary: Doctoral students, from this perspective, are situated as both learners and emerging practitioners in the discipline, increasingly inhabiting the identity and responsibilities of professional disciplinary researchers in an academic workplace (and the extent of these responsibilities varies in different national systems of doctoral education) or highly qualified and innovative professionals in a hybrid academic and professional context. 33! Keypoints The PhD has become a “global academic passport”, although doctoral education practices are increasingly diverse; we argue for the need of an explicit discussion of what constitutes the “doctoral curriculum”, including its formal, informal and hidden dimensions.
    keywords: academic; assessment; curriculum; development; education; formal; learning; phd; practices; research; researchers; students; studies; university
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        item: #78 of 261
          id: flr-192
      author: Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Van den Bossche, Piet; Gommers, Luci
       title: Mapping processing strategies in learning from expository text: an exploratory eye tracking study followed by a cued recall
        date: 2016
       words: 8591
      flesch: 61
     summary: Effects of topic headings on text processing: evidence from adult readers’ eye fixation patterns. A distinction was made between deep processing strategies and surface processing strategies, which has been influential in the later development of self-report questionnaires to quantify individual differences in students’ processing strategies (Biggs, 1987; Entwistle & McCune, 2004).
    keywords: condition; cued; eye; learning; processing; processing strategies; research; strategies; students; surface; text; tracking
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        item: #79 of 261
          id: flr-196
      author: von der Linden, Nicole; Löffler, Elisabeth; Schneider, Wolfgang
       title: Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span
        date: 2016
       words: 10333
      flesch: 54
     summary: Findings from studies using different age groups suggest that even young children can effectively monitor their learning progress under certain circumstances. To ensure that the training was transferable to rehearsing processes in everyday life and for different age groups a short instruction in mental imagery was chosen.
    keywords: adults; age; children; experimental; group; jols; judgments; memory; monitoring; recollection; strategy
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        item: #80 of 261
          id: flr-197
      author: Castelló, Montserrat; McAlpine, Lynn; Pyhalto, Kirsi
       title: Trends influencing researcher education and careers: What do we know, need to know and do in looking forward?
        date: 2015
       words: 2146
      flesch: 36
     summary: Phone: +34932533000, Fax: +34932533031, Email: montserratcb@blanquerna.url.edu DOI: http://dx.doi.org/10.14786/flr.v3i3.197   Trends influencing researcher education and careers: What do we know, need to know and do in looking forward Montserrat Castellóa, Lynn McAlpineb and Kirsi Pyhältöc aUniversity of Ramon Llull, Spain bUniversity of Oxford, UK cUniversity of Oulu and University of Helsinki, Finland Article received 3 August 2015 / revised 19 August 2015 / accepted 20 August 2015 / available online 23 October 2015 As a collection, the papers address multiple levels and issues of researcher education: establishing the multifaceted phenomenon that is researcher education and careers and providing key concepts that others might take up, e.g., informal/invisible curriculum; the personal as a sphere of activity that may collide with the sphere of work; drivers of education that can provide cross-national points of comparison.
    keywords: careers; education; papers; researcher; sig
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        item: #81 of 261
          id: flr-198
      author: Bronkhorst, Larike H.; de Kleijn, Renske A.M.
       title: Challenges and learning outcomes of educational design research for PhD students
        date: 2016
       words: 9281
      flesch: 51
     summary: In their review of the last decade of EDR research, Anderson and Shattuck (2012) characterize EDR as research situated in a real educational context, concentrating on testing a significant intervention, in collaboration with practitioner(s), informed by theories and an assessment of the local context as well as practices in other contexts. Microsoft Word - Bronkhorst & de Kleijn_publication.docx             Frontline  Learning  Research  Vol.4  No.  3  (2016)  75  -­‐  91   ISSN  2295-­‐3159       Challenges and learning outcomes of educational design research for PhD students dr. Larike H. Bronkhorst1 & dr.
    keywords: bronkhorst; candidates; challenges; design; doi; edr; educational; learning; participants; phd; research; self; students; study
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        item: #82 of 261
          id: flr-205
      author: Penuel, William R.; Van Horne, Katie; DiGiacomo, Daniela; Kirshner, Ben
       title: A social practice theory of learning and becoming across contexts and time
        date: 2016
       words: 5293
      flesch: 56
     summary: Studying learning pathways in social practices Social practice theory begins with the premise that people participate in multiple and variable social contexts. Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal study of interest-related learning.
    keywords: jerome; learning; participation; people; practice; science; settings; theory; time; youth
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        item: #83 of 261
          id: flr-208
      author: Damsa, Crina I.; Jornet, Alfredo
       title: Revisiting learning in higher education—Framing notions redefined through an ecological perspective
        date: 2017
       words: 4771
      flesch: 41
     summary: This article examines the implications of an ecological perspective on framing notions central to learning and current educational research, namely (a) knowledge co-construction and epistemic agency, (b) the role of (material) knowledge resources in the learning process and (c) the trans-contextuality that characterises learning in today’s knowledge society. Drawing on an empirical study of project-based, collaborative learning in higher education, we then revisit notions important in current educational research, namely knowledge co-construction and agency, knowledge resources and materials and trans-contextuality.
    keywords: construction; education; knowledge; learning; material; new; perspective; research; resources; students
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        item: #84 of 261
          id: flr-210
      author: Ritella, Giuseppe; Ligorio, Maria Beatrice; Hakkarainen, Kai
       title: Theorizing space-time relations in education: the concept of chronotope
        date: 2017
       words: 4782
      flesch: 46
     summary: In particular, we outline three features of chronotope: 1) its analytical focus includes the examination of the potential interdependency between space and time; 2) it allows us to examine space and time as social constructions, negotiated in dialogical interaction; 3) it involves the analysis of both the material organization and the discursive negotiation of space and time. Following Bakhtin, this literature is based on the assumption that space and time are interdependent social constructions rather than independent given realities (van Eijck & Roth, 2010).
    keywords: analysis; chronotope; concept; learning; organization; space; students; time
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        item: #85 of 261
          id: flr-211
      author: Goldberg, Tsafrir; Schwarz, Baruch B.
       title: Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts
        date: 2016
       words: 6499
      flesch: 51
     summary: Firstly, history teaching that legitimizes the complex emotions arising from encounter with out- group perspectives by promoting strategic empathy and reflection on emotion (McCully, 2006; Zembylas, 2013), appears to promote productive deliberative discussions. By contrast, the conventional teaching approach, neither challenges nor acknowledges the role of collective emotion in learning (Barton, 2009).
    keywords: approach; arab; education; emotions; goldberg; history; identity; learners; learning; practices; schwarz; teaching
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        item: #86 of 261
          id: flr-212
      author: Wegner, Elisabeth; Nückles, Matthias
       title: Training the brain or tending a garden? Students’ metaphors of learning predict their self-reported learning patterns
        date: 2016
       words: 8017
      flesch: 50
     summary: Students with personality development metaphors had the lowest scores on the dualism scale, while students with knowledge acquisition metaphors had the highest, indicating that students with knowledge acquisition metaphors believed much stronger that knowledge is either true or false than students with personality development metaphors. Students with knowledge acquisition metaphors also had the strongest tendency to use rehearsal strategies, followed by students with regulation-related and personality development metaphors.
    keywords: acquisition; conceptions; development; knowledge; learning; metaphors; motivation; personality; research; strategies; students; teaching; use
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        item: #87 of 261
          id: flr-213
      author: Hilppö, Jaakko Antero; Rajala, Antti; Zittoun, Tania; Kumpulainen, Kristiina; Lipponen, Lasse
       title: Interactive dynamics of imagination in a science classroom
        date: 2016
       words: 4944
      flesch: 51
     summary: In this paper, we suggest that the loops of imagination also include a spatial dimension that has not yet been conceptualized in connection to imagination loops. Table 1 Dynamics of imagination in science learning Dynamics of imagination Definition Associated dimensions of imagination loops Expansive dynamics • accounts for shifts in meaning-making between proximal and more distal times and spaces.
    keywords: classroom; dynamics; framework; imagination; learning; science; space; students; time
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        item: #88 of 261
          id: flr-217
      author: Sjöblom, Kirsi; Mälkki, Kaisu; Sandström, Niclas; Lonka, Kirsti
       title: Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory
        date: 2016
       words: 13847
      flesch: 43
     summary: It is essential to utilize psychological and pedagogical knowledge when designing or renovating work and learning environments in order to fully make use of the potential of physical environments as part of human performance. Keywords: self-determination theory; basic psychological needs; physical environment; learning environment; indoor environment; usability Sjöblom  et  al       | F L R     18   1.
    keywords: autonomy; environment; laboratory; learning; needs; physical; role; ryan; self; sense; sjöblom; space; students; study; theory; work
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        item: #89 of 261
          id: flr-220
      author: Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate
       title: Experimentation skills in primary school: an inventory of children’s understanding of experimental design
        date: 2016
       words: 10423
      flesch: 62
     summary: In H. Reese (Ed.), Advances in child development and behavior (Vol. 17, pp. 2–44). However, the answers to these questions vary substantially depending on the type of task that is used: while discovery tasks, which require children to engage in unguided experimentation, typically do not reveal systematic skills in primary school, choice tasks suggest an early use of adequate experimentation strategies.
    keywords: answer; children; cvs; development; experiment; experimentation; item; level; school; study; tasks; unex
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        item: #90 of 261
          id: flr-223
      author: Vokatis, Barbara; Zhang, Jianwei
       title: The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology
        date: 2016
       words: 12544
      flesch: 49
     summary: What these teachers have learned and experienced in this process further strengthens their identity as knowledge building teachers. In this undergoing process (Gee, 2001), they are empowered to engage in constant interpretation and reinterpretation (Beijaard et al., 2004) of who they are as knowledge building teachers.
    keywords: children; classroom; community; ideas; identity; inquiry; knowledge; knowledge building; learning; new; practice; research; students; teacher identity; teachers; teaching; zhang
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        item: #91 of 261
          id: flr-226
      author: Kospentaris, George; Vosniadou, Stella; Kazi, Smaragda; Thanou, Emiliana
       title: Visual and Analytic Strategies in Geometry
        date: 2016
       words: 9008
      flesch: 47
     summary: However, only the math teachers showed high performance in the VAST items that required the application of analytic geometrical strategies. Spelke, Lee, & Izard, 2010), but that it gradually develops through systematic instruction to rely on more analytic strategies based on formal geometrical knowledge.
    keywords: art; csgt; geometry; incons; knowledge; performance; rot; spatial; strategies; students; thinking; vast; visual; visuo
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        item: #92 of 261
          id: flr-227
      author: Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik
       title: Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus
        date: 2017
       words: 8179
      flesch: 50
     summary: We outline step by step how we specify a multilevel structural equation model of state, trait and individual differences in intraindividual variability constructs, which can be appropriately fitted to intraindividual data (e.g., time-points nested in persons, intensive longitudinal data). c) How do trait and intraindividual variability constructs of students’ learning experiences converge with teacher-reported task-focus?
    keywords: construct; experiences; focus; learning; level; malmberg; models; motivation; students; task; time; trait; variability
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        item: #93 of 261
          id: flr-229
      author: Chorney, Sean
       title: Re-animating the mathematical concept: A materialist look at students practicing mathematics with digital technology
        date: 2017
       words: 9178
      flesch: 52
     summary: If we take looking at art, in Ingold’s description, to be like using mathematics tools, then we can see the latter as being less about the development of mental schemes or intentional, efficient deployment, and more about a fused, mind-world movement. Here, the implication is that there would be no mathematics without mathematical tools, and vice versa.
    keywords: activity; human; ingold; material; mathematics; movement; new; process; resistance; student; tool; triangle
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        item: #94 of 261
          id: flr-23
      author: Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva
       title: Team entitativity and teacher teams in schools: Towards a typology
        date: 2013
       words: 6520
      flesch: 49
     summary: This points at the importance of creating a teacher team typology: in order to be able to make clear and justified conclusions concerning teacher teams it is essential to clarify to which sort of teacher team these pertain. A typology for teacher teams based on the axes of task, discipline level, grade level, temporal duration and team entitativity is a useful framework to describe the sort of teacher team under study.
    keywords: collaboration; instruction; learning; level; research; school; task; teacher; teacher teams; teaching; teams
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        item: #95 of 261
          id: flr-236
      author: Hagenauer, Gerda; Gläser-Zikuda, Michaela; Volet, Simone
       title: University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts
        date: 2016
       words: 17100
      flesch: 51
     summary: While the literature on teacher emotions at school steadily increases, affective factors in teaching-learning- processes remain largely neglected in the higher education (HE) literature (Beard, Clegg, & Smith, 2004; Quinlan, 2016), in particular teacher emotions (Moore & Kuol, 2007). Keywords: teacher emotions, emotion display, higher education, teacher-student relationship, cross-cultural comparison, internationalization of higher education !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
    keywords: australian; cultural; display; doi; education; educators; emotion display; emotions; german; quality; relationship; research; students; study; teacher; teacher educators; teaching; tsr; university
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        item: #96 of 261
          id: flr-239
      author: Kjellström, Sofia; Golino, Hudson; Hamer, Rebecca; van Rossum, Erik Jan; Almers, Ellen
       title: Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An inventory to measure higher order epistemological development
        date: 2016
       words: 14459
      flesch: 53
     summary: The at first glance puzzling finding from a unidimensional epistemological development perspective, is the fact that the response group of university staff as a whole endorse relatively sophisticated ways of thinking, namely the items reflecting epistemological development levels within the constructivist learning paradigm (levels 4 and 5, see Van Rossum & Hamer, 2010). Item response theory for psychologists.
    keywords: development; doi; edtlq; hamer; items; kjellström; knowledge; learning; level; model; rasch; response; rossum; scale; students; study; teachers; teaching; thinking; van; van rossum
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        item: #97 of 261
          id: flr-24
      author: Brown, Gavin Thomas Lumsden; Harris, Lois Ruth
       title: The future of self-assessment in classroom practice: Reframing self-assessment as a core competency
        date: 2014
       words: 5336
      flesch: 51
     summary: The SAGE handbook of research on classroom assessment (pp. 367-393). My teacher and my friends helped me learn: student perceptions and experiences of classroom assessment.
    keywords: assessment; brown; doi; harris; learning; research; self; student; student self
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        item: #98 of 261
          id: flr-245
      author: Boonen, Anton; Reed, Helen; Schoonenboom, Judith; Jolles, Jelle
       title: It’s not a math lesson - we’re learning to draw! Teachers’ use of visual representations in instructing word problem solving in sixth grade of elementary school.
        date: 2016
       words: 13480
      flesch: 48
     summary: Visual representations for comprehension of non-routine word problems These shortcomings could be addressed by teaching students to produce visual representations that accurately depict the situation-specific structure of non-routine word problems. Problem representation and mathematical problem solving of students with varying abilities (doctoral dissertation, University of Miami).
    keywords: doi; mathematics; problem; problem solving; representations; research; solving; step; students; teachers; teaching; use; van; word; word problem
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        item: #99 of 261
          id: flr-247
      author: Dignath, Charlotte
       title: What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy
        date: 2017
       words: 12656
      flesch: 48
     summary: 4.3.3 Hypothesis 3: Teacher beliefs and teacher knowledge have direct effects on self-reported teacher behavior, with teacher beliefs being a stronger predictor than teacher knowledge. Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy Charlotte Dignath-van Ewijk Goethe University Frankfurt, Germany Article received 10 March / revised 16 August / accepted 9 October / available online 18 January
    keywords: beliefs; efficacy; efficacy beliefs; knowledge; learning; promotion; research; self; srl; teacher beliefs; teacher knowledge; teacher self; teachers
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        item: #100 of 261
          id: flr-249
      author: Pesu, Laura Annukka; Aunola, Kaisa; Viljaranta, Jaana; Nurmi, Jari-Erik
       title: The Development of Adolescents’ Self-concept of Ability through Grades 7-9 and the Role of Parental Beliefs
        date: 2016
       words: 9027
      flesch: 58
     summary: The analysis was carried out separately for self-concept of mathematics ability and self-concept of literacy ability. The results of the present study showed further that mothers’ and fathers’ beliefs predicted students’ self-concept of mathematics ability development across secondary school: the higher parental beliefs at the beginning of secondary school, the higher the adolescent’s self-concept in mathematics at the end of secondary school.
    keywords: ability; adolescents; beliefs; children; concept; eccles; literacy; mathematics; mothers; school; self; students
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        item: #101 of 261
          id: flr-250
      author: Krupinski, Elizabeth Anne
       title: Receiver Operating Characteristic (ROC) Analysis
        date: 2017
       words: 5917
      flesch: 55
     summary: ROC curve generated from the data in Table 2. Comparing ROC curves
    keywords: analysis; curve; decision; doi; example; images; observer; performance; roc; specificity; target
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        item: #102 of 261
          id: flr-252
      author: Iordanou, Kalypso
       title: From Theory of Mind to Epistemic Cognition. A Lifespan perspective
        date: 2017
       words: 8501
      flesch: 44
     summary: Epistemic understanding of evidence and theory-evidence coordination both develop Underlying age changes observed in epistemic standards is changing epistemic understanding regarding evidence and its coordination with theory, which also undergoes development. It is suggested here that the standards for knowledge formation and revision, which are closely connected with epistemic understanding of theory-evidence coordination, change developmentally.
    keywords: beliefs; children; cognition; development; doi; evidence; iordanou; knowledge; research; science; standards; students; understanding
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        item: #103 of 261
          id: flr-253
      author: Ivarsson, Jonas
       title: Visual expertise as embodied practice
        date: 2017
       words: 8021
      flesch: 53
     summary: Discussion The interest of this article has been to address the topic of visual expertise and to do so in terms that acknowledge that all expertise is rooted in embodied practices. Social studies of science, 38(4), 483-508.
    keywords: body; expertise; gesture; ivarsson; new; practice; radiologists; studies; study; talk; tomosynthesis; way; work
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        item: #104 of 261
          id: flr-254
      author: Helle, Laura
       title: Prospects and pitfalls in combining eye tracking data and verbal reports
        date: 2017
       words: 7042
      flesch: 53
     summary: Finally, Li, Pelz, Alm, and Haake (2012) attempted to integrate eye movement information completely with the concurrent verbalizations of a group of dermatologists who differed in their level of training; the groups were asked to observe 42 two-dimensional dermatological images. In fact, it has been argued in the context of occupational psychology that complex cognitive work tasks should be studied by integrating various sources of information, including eye movement data, when appropriate, with verbal reports (Patrick & James, 2004;
    keywords: aloud; analysis; data; ericsson; eye; information; reports; task; think; van
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        item: #105 of 261
          id: flr-256
      author: Szulewski, Adam; Kelton, Danielle; Howes, Daniel
       title: Pupillometry as a tool to study expertise in medicine
        date: 2017
       words: 5493
      flesch: 46
     summary: Its strengths include its ability to provide quantitative and objective outputs, to be measured unobtrusively with new technology and to be precisely computed as cognitive load changes over the course of completion of a task. Results Pupillometry is a robust metric that allows researchers to better understand cognitive load in medical practitioners with varying levels of expertise.
    keywords: changes; expertise; load; medicine; pupil; pupillometry; size; szulewski; task
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        item: #106 of 261
          id: flr-257
      author: van de Wiel, Margje
       title: Examining expertise using interviews and verbal protocols
        date: 2017
       words: 18096
      flesch: 49
     summary: Moreover, five methods used to gather verbal protocols to reveal expert task performance are discussed and illustrated in more detail. Interviews may focus on specific tasks, events, scenarios, and examples, but they do not directly tap the representations involved in task performance.
    keywords: analysis; data; expertise; information; interviews; knowledge; participants; performance; problem; protocols; questions; research; task; van; wiel
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        item: #107 of 261
          id: flr-258
      author: Fox, Sharon Elizabeth; Faulkner-Jones, Beverly Elizabeth
       title: Eye-Tracking in the Study of Visual Expertise: Methodology and Approaches in Medicine
        date: 2017
       words: 7361
      flesch: 51
     summary: The ability to use dynamic stimuli in eye-tracking research (Ahmidi, Ishii, et al., 2012; Drew, Vo, Olwal, et al., 2013; Fox et al., 2017; Mallett et al., 2014), as well as the use of wearable and increasingly portable devices has expanded the opportunities in which eye-tracking can be utilized to understand the gain of visual expertise in clinical settings. Advances in this technology have been essential to our understanding of many forms of visual learning, including the development of visual expertise.
    keywords: et al; expertise; eye; fox; gaze; medical; search; studies; study; tracking; training; wolfe; wolfe et
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        item: #108 of 261
          id: flr-259
      author: Gegenfurtner, Andreas; Kok, Ellen M.; van Geel, Koos; de Bruin, Anique B. H.; Sorger, Bettina
       title: Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging
        date: 2017
       words: 9349
      flesch: 44
     summary: 3. Methodology in visual perceptual expertise research In this section, we review established methods implemented in cognitive-neuroscience studies in the field of visual perceptual expertise. In line with the overall goal of this special issue to introduce and discuss methodological approaches in visual expertise research (Gegenfurtner & Van Merriënboer, 2017), the purpose of the present methodological review is to reflect on the promises and pitfalls of cognitive-neuroscience methods in the study of visual perceptual expertise.
    keywords: brain; eeg; et al; expertise; face; fmri; gegenfurtner; neural; neuroscience; research; stimuli; studies; task
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        item: #109 of 261
          id: flr-265
      author: Koerber, Susanne; Osterhaus, Christopher; Sodian, Beate
       title: Diagrams support revision of prior belief in primary-school children
        date: 2017
       words: 4751
      flesch: 49
     summary: Although this finding seems to suggest some severe deficits in data interpretation skills and an insufficient differentiation between hypothesis and evidence in young children, more recent research shows that children as young as six-year olds possess a basic understanding of the hypothesis-evidence relation (e.g. Ruffman, Perner, Olson & Doherty, 1993). We argue that one of the main reasons why evidence evaluation often fails to promote belief revision in young children is that many studies use evidence that is either too complex and/or is not salient enough, especially so for young children.
    keywords: belief; children; condition; data; evidence; explanation; koerber; revision
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        item: #110 of 261
          id: flr-266
      author: Garrote, Ariana
       title: Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms
        date: 2017
       words: 8336
      flesch: 54
     summary: Social skills There is no commonly accepted concept of social skills (or competences). Microsoft Word - Garrote_publication.docx           Frontline  Learning  Research  Vol.5  No.  1  (2017)  1  -­‐  15   ISSN  2295-­‐3159         The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms Ariana Garrote1 University of Zurich, Switzerland Article received 5 August / revised 31 October / accepted 1 November / available online 26 January
    keywords: acceptance; classrooms; education; friends; participation; peers; pupils; relationships; sen; skills; td pupils
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        item: #111 of 261
          id: flr-267
      author: Williams, Andrew Mark; Fawver, Bradley; Hodges, Nicola J.
       title: Using the ‘Expert Performance Approach’ as a Framework for Examining and Enhancing Skill Learning: Improving Understanding of How Experts Learn
        date: 2017
       words: 8559
      flesch: 41
     summary: Whilst kinematic measures are commonly employed on simple tests of motor skill learning, detailed motion analysis is less common for the acquisition of more complex skills, such as those involved in sport. Motor skill learning and performance: a review of influential factors.
    keywords: acquisition; approach; expert; expertise; learning; measures; performance; practice; research; skill; sport; williams
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        item: #112 of 261
          id: flr-268
      author: Schwaighofer, Matthias; Bühner, Markus; Fischer, Frank
       title: Executive functions in the context of complex learning: Malleable moderators?
        date: 2017
       words: 11186
      flesch: 43
     summary: 2. Executive functions in the context of complex learning 2. 1 Definition of executive functions   Executive functions are basic cognitive functions (Andersson, 2010) and as such are typically conceived as effective across domains (Friedman & Miyake, 2017). Executive functions may moderate the effectiveness of instructional approaches varying in the demands on executive functions.
    keywords: doi; effects; executive; executive functions; functions; knowledge; learning; memory; shifting; support; working; working memory
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        item: #113 of 261
          id: flr-269
      author: Litchfield, Damien; Donovan, Tim
       title: The flash-preview moving window paradigm: Unpacking visual expertise one glimpse at a time
        date: 2017
       words: 9188
      flesch: 48
     summary: Several studies have now used FPMW to investigate scene perception and they all largely demonstrate scene preview benefits in search, whereby the time-to-first fixate targets (search latency) is faster with scene previews compared to control conditions, and other eye movement metrics reflect greater efficiencies in how windowed search is initiated and executed. Although 250ms is the standard preview duration, previews as short as 75ms can lead to search advantages compared to no preview conditions, and even as low as 50ms, provided the integration time between scene preview, target word and search was extended from 500ms to 3000ms (Võ & Henderson, 2010).
    keywords: donovan; expertise; eye; fpmw; image; kundel; perception; preview; processing; scene; search; target
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        item: #114 of 261
          id: flr-27
      author: Walma van der Molen, Juliette; van Aalderen-Smeets, Sandra Iris
       title: Investigating and stimulating primary teachers’ attitudes towards science: A large-scale research project
        date: 2013
       words: 4327
      flesch: 43
     summary: Abstract Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education. Fifteen pupils’ positive approach to primary school science: When does it decline?
    keywords: attitudes; der; molen; research; science; teachers; teaching; van
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        item: #115 of 261
          id: flr-272
      author: Warner, Greta J.; Fay, Doris; Spörer, Nadine
       title: Relations among personal initiative and the development of reading strategy knowledge and reading comprehension
        date: 2017
       words: 11182
      flesch: 58
     summary: The mediating role of reading strategy knowledge Reading strategy knowledge refers to the knowledge about what reading strategies can be applied, how strategies can be used, and under which conditions they should be used (Paris, Lipson, & Wixson, 1983). And finally, because they are learning-oriented (Wollny et al., 2016), we assume that they choose challenging texts that require the use of reading strategies.
    keywords: development; doi; grade; group; knowledge; learning; model; reading; reading comprehension; reading strategy; self; strategies; strategy; strategy knowledge; students; time
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        item: #116 of 261
          id: flr-283
      author: Meredith, Chloé; Moolenaar, Nienke M; Struyve, Charlotte; Vandecandelaere, Machteld; Gielen, Sarah; Kyndt, Eva
       title: The measurement of collaborative culture in secondary schools: An informal subgroup approach
        date: 2017
       words: 6500
      flesch: 47
     summary: The impact of school culture and leadership on new teachers' learning in the workplace. For instance, the research of Adkins and Caldwell (2004) made a difference between subgroup culture and the organizational culture.
    keywords: analysis; approach; culture; doi; interactions; network; perceptions; research; school; subgroups; teachers; team
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        item: #117 of 261
          id: flr-292
      author: Bosch, Jannis; Wilbert, Jürgen
       title: Contrast and Assimilation Effects on Task Interest in an Academic Learning Task
        date: 2017
       words: 8727
      flesch: 49
     summary: In order to be able to investigate the direct influence of social comparative performance feedback (i.e. contrast and assimilation effects) on task interest, experimental designs explicitly manipulating the performance feedback are necessary. Bosch et Wilbert | F L R 73 However, when it comes to task interest social comparative feedback is a zero-sum game.
    keywords: concept; effects; interest; learning; model; peer; peer performance; performance; position; self; task; test
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        item: #118 of 261
          id: flr-293
      author: Geeraerts, Kendra; Van den Bossche, Piet; Vanhoof, Jan; Moolenaar, Nienke
       title: Intergenerational professional relationships in elementary school teams: a social network approach
        date: 2017
       words: 10608
      flesch: 47
     summary: Further research might foreground the role of the school principal and investigate, for instance, the network position of the principal within professional school team networks, and, the role of the principal’s age. Further research can more explicitly map the strength of teacher relationships across generational cohorts by looking at the frequency, length, and duration of contact (e.g. Van Waes et al., 2015).
    keywords: advice; cohort; geeraerts; knowledge; learning; likelihood; members; network; relationships; research; school; school team; teachers; team; ties; van
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        item: #119 of 261
          id: flr-296
      author: Schindler, Julia; Richter, Tobias; Eyßer, Carolin
       title: Mood Moderates the Effect of Self-Generation During Learning
        date: 2017
       words: 5891
      flesch: 50
     summary: Moreover, based on the dual-force framework, positive mood was expected to enhance recall in the generation condition, whereas negative mood was expected to enhance recall in the read condition. Positive mood (n = 28) or negative mood (n = 28) was induced via the computerized mood-induction procedure by Robinson, Grillon, and Sahakian (2012).
    keywords: behavior; bei; das; definitions; der; die; effect; ein; eine; framework; generation; induction; learning; mood; participants; read; stimulus; time
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        item: #120 of 261
          id: flr-297
      author: Vangrieken, Katrien; Boon, Anne; Dochy, Filip; Kyndt, Eva
       title: Group, team, or something in between? Conceptualising and measuring team entitativity
        date: 2017
       words: 20111
      flesch: 52
     summary: Three main features of team entitativity can be distinguished, acting as forces binding team members together in a task-focused team: (a) having shared goals and responsibilities, (b) cohesion, and (c) interdependence among team members. Hence, in the case of a high degree of team entitativity, teams are characterised by a shared commitment to the tasks of the team, the latter acting as the force that holds team members together.
    keywords: analyses; cohesion; construct; degree; et al; factor; goals; group; individual; interdependence; items; level; order; outcome; questionnaire; research; task; teacher; team; team entitativity; team members; team research; vangrieken; work
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        item: #121 of 261
          id: flr-298
      author: Morinaj, Julia; Scharf, Jan; Grecu, Alyssa; Hadjar, Andreas; Hascher, Tina; Marcin, Kaja
       title: School Alienation: A Construct Validation Study
        date: 2017
       words: 13616
      flesch: 48
     summary: However, recent studies essentially contributed to the development of school alienation research, specifying the characteristics of educational and social learning environments necessary for the prevention of school alienation (Dickey, 2004; Hadjar, Backes, & Gysin, 2015; Hadjar & Lupatsch, 2010; Hascher & Hadjar, 2017; Hascher & Hagenauer, 2010; Osin, 2009). Abstract Early identification of school alienation is of great importance for students’ educational outcomes and successful participation in society.
    keywords: classmates; construct; hascher; invariance; journal; learning; luxembourg; measurement; model; primary; research; sals; school alienation; school students; social; students; study; teachers; validity
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        item: #122 of 261
          id: flr-301
      author: Fryer, Luke K.; Oga-Baldwin, W. L. Quint
       title: One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school
        date: 2017
       words: 6728
      flesch: 48
     summary: It might also be the partial result of recent reforms to elementary school English education aimed at stimulating students’ interest in foreign language studies, which can in turn support self-efficacy (see Ainley, Buckley, & Chan, 2009). Questions regarding the state of students’ self-efficacy for foreign language studies when entering secondary school may also have implications for other countries as well.
    keywords: education; efficacy; japanese; language; learning; mathematics; research; school; self; students; studies; study; transfer; year
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        item: #123 of 261
          id: flr-305
      author: Hornstra, Lisette; Kamsteeg, Antoinette; Pot, Sara; Verheij, Lydia
       title: A dual pathway of student motivation: Combining an implicit and explicit measure of student motivation
        date: 2018
       words: 9394
      flesch: 43
     summary: In addition, research on explicit motivation suggested that a wide range of individual, background, and contextual characteristics affects explicit student motivation (e.g., Goodenow, 1993, Hornstra, Van der Veen, &Peetsma, 2016; Hornstra, Van der Veen, Peetsma, & Volman, 2015a; 2015b; Shernoff & Schmidt, 2007; Vansteenkiste et al., 2012; Stroet et al., 2013). No. 1 (2018) 1-18 ISSN 2295-3159 Corresponding author: Lisette Hornstra, Department of Education, Utrecht University, PO box 80140, 3508 TC, Utrecht, The Netherlands, T.E.Hornstra@uu.nl DOI:10.14786/flr.v6i1.305 A dual pathway of student motivation: Combining an implicit and explicit measure of student motivation Lisette Hornstraa, Antoinette Kamsteega, Sara Pota, & Lydia Verheija aUtrecht University, The Netherlands Article received 22 October 2017 / revised 18 January / accepted
    keywords: beliefs; engagement; grades; measures; model; motivation; school; self; student motivation; students; study
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        item: #124 of 261
          id: flr-306
      author: Laine, Erkka; Veermans, Marjaana; Lahti, Aleksi; Veermans, Koen
       title: Generation of student interest in an inquiry-based mobile learning environment
        date: 2017
       words: 10219
      flesch: 50
     summary: No. 4 (2017) 42 – 60 ISSN 2295-3159 Corresponding author: Erkka Laine, Department of Teacher Education, Faculty of Education, 20014 University of Turku, Finland. E-mail: erkka.laine@utu.fi DOI: https://doi.org/10.14786/flr.v5i4.306 Generation of student interest in an inquiry-based mobile learning environment Erkka Laine, Marjaana Veermans, Aleksi Lahti, Koen Veermansa aUniversity of Turku, Finland Article received 5 May / revised 16 July / accepted 9 October / Introduction Researchers have reported a continuous worldwide decline in student interest in science learning over the last two decades (e.g. Rocard et al., 2007).
    keywords: development; environment; group; individual; inquiry; interest; learning; mobile; school; science; students; time; year
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        item: #125 of 261
          id: flr-309
      author: Kuisma, Merja Sinikka; Nokelainen, Petri Jouni Kristian
       title: Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education
        date: 2018
       words: 9395
      flesch: 53
     summary: Do the cognitive learning results differ between middle school and upper secondary school students when they are taught using the progressive inquiry method? RQ2. We tested the data set of middle school students (Sample 1) and upper secondary school students (Sample 2) separately.
    keywords: geography; group; inquiry; knowledge; learning; method; middle; motivation; post; regulation; school; self; skills; students; test
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        item: #126 of 261
          id: flr-31
      author: Salminen, Jenni Elina
       title: Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions
        date: 2013
       words: 4827
      flesch: 48
     summary: Some of the practices that enhanced children’s participation included supporting children’s constructive and respectful friendships, working according to shared social rules in group contexts allowing individual children certain levels of leaderships and inviting children to contribute to simple decision making processes (Salminen et al., 2013b). 1. Introduction Extensive research has suggested that one of the best ways to support learning is through encouraging active participation of children already in early childhood classroom contexts (e.g., Pramling-Samuelsson & J.E. Salminen 73 | F L R Sheridan, 2003; Hännikäinen & Rasku-Puttonen, 2010).
    keywords: children; classroom; education; participation; practices; preschool; study; teachers
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        item: #127 of 261
          id: flr-311
      author: Boucheix, Jean-Michel
       title: The interplay between methodologies, tasks and visualisation formats in the study of visual expertise
        date: 2017
       words: 6772
      flesch: 45
     summary: However, the recent refinement and widespread use of technologies such as eye tracking, and the development of new methods such as direct brain investigations (fMRI, FNIRS etc.) have shed new light on visual expertise within the broad perception-cognition interplay system. Finally, three papers review methods based on verbal reports and protocols used to investigate the conceptual and meta-cognitive levels of visual expertise.
    keywords: boucheix; expertise; experts; eye; images; issue; learning; lowe; methods; processing; research; tasks; tracking; van
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        item: #128 of 261
          id: flr-316
      author: Gegenfurtner, Andreas; van Merriënboer, Jeroen J. G.
       title: Methodologies for Studying Visual Expertise
        date: 2017
       words: 7215
      flesch: 44
     summary: Visual expertise as practice metaphor Finally, the last metaphor we identify as being frequently used in visual expertise research is the practice metaphor. Visual expertise as activation metaphor Research adhering to the activation metaphor uses measures of neurophysiologic activity as an indication of visual expertise.
    keywords: analysis; detection; expertise; eye; gegenfurtner; learning; metaphor; research; tracking; van
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        item: #129 of 261
          id: flr-318
      author: McKeown, Jessica M.; Hmelo-Silver, Cindy E.
       title: Commentary: Expanding conceptualizations for the study of learning: Implications for theory and research
        date: 2017
       words: 1585
      flesch: 43
     summary: Further research into these topics needs to consider the role of the teachers, designers, and learners in dealing with the complexity of new learning spaces, as individuals influence and are also affected by components of the emergent systems in which they exist. Learning environment designs that bring out identity-related emotions can support more reflective engagement with historical thinking.
    keywords: agency; imagination; learning; new; research
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        item: #130 of 261
          id: flr-319
      author: Wegerif, Rupert
       title: Commentary: Expanding conceptualizations for the study of learning
        date: 2017
       words: 1731
      flesch: 57
     summary: This collection of articles expands the dialogue about educational research by exploring a range of different ways of conceptually framing education. Perhaps we need a proliferation of different conceptualisations because we find ourselves within education and we cannot have an overview.
    keywords: education; space; time; ways
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        item: #131 of 261
          id: flr-320
      author: Rajala, Antti; Ritella, Giuseppe; Kumpulainen, Kristiina; Wilkinson, Louise
       title: Expanding conceptualizations for the study of learning
        date: 2017
       words: 3230
      flesch: 35
     summary: Although the article builds on existing sociocultural, situative, and sociomaterial approaches to learning, it contributes new insights into conceptualizing learning by discussing the implications of the ecological premises underlying these approaches. The five articles included here address several important and under-researched topics in contemporary learning and education.
    keywords: article; education; learning; research; space; students; time
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        item: #132 of 261
          id: flr-327
      author: Roland, Nathalie; Mierop, Adrien; Frenay, Mariane; Corneille, Olivier
       title: Field-Identification IAT predicts students’ academic persistence over and above Theory of Planned Behavior constructs
        date: 2018
       words: 6378
      flesch: 55
     summary: Career decision-making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior, and career development. Career development among first-year college students: College self-efficacy, student persistence, and academic success.
    keywords: behavior; doi; iat; implicit; measures; persistence; psychology; research; self; students; tpb
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        item: #133 of 261
          id: flr-328
      author: Soto, Christian; Gutierrez de Blume, Antonio P.; Asun, Rodrigo; Jacovina, Matthew; Vasquez, Claudio
       title: A Deeper Understanding of Metacomprehension: Development of a New Multidimensional Tool
        date: 2018
       words: 10730
      flesch: 49
     summary: General Discussion The purpose of Study 1 was to evaluate the validity of an innovative, more comprehensive framework for measuring metacomprehension reading strategies among a robust sample of Chilean undergraduate students (i.e., the Metacomprehension Inventory). In fact, under this perspective to use reading comprehension strategies during reading to improve current comprehension could be considered a regulation behavior, regardless of whether the use of strategies is conscious, subconscious, controlled or automatized, while it is generated from the evaluation state to trigger the repair.
    keywords: coc; data; evaluation; factor; females; inventory; items; knowledge; metacognition; metacomprehension; model; monitoring; readers; reading; regulation; research; strategies; study; text; understanding
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        item: #134 of 261
          id: flr-332
      author: Jarodzka, Halszka; Boshuizen, Henny P.A.
       title: Unboxing the black box of visual expertise in medicine
        date: 2017
       words: 8876
      flesch: 55
     summary: Thus, the organizers of this special issue made a very important decision to focus on medical visual expertise. When talking about visual expertise research, this seems to be an extremely reductionistic approach.
    keywords: boshuizen; doi; expertise; eye; jarodzka; medicine; research; tracking; van
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        item: #135 of 261
          id: flr-333
      author: Vanessa, Hanin; Catherine, Van Nieuwenhoven
       title: Teaching the problem-solving process in a progressive or in a simultaneous way: a question of making sense?
        date: 2018
       words: 12155
      flesch: 49
     summary: The problem-solving process Nowadays, scholars acknowledge that the development of expertise in mathematical problem solving requires the reconceptualization of mathematical problems as exercises in mathematical modeling; that is, considering the statement of a problem as the description of a situation in everyday life that can be modeled mathematically (Blum & Niss, 1991; De Corte, Verschaffel, & Masui, 2004; Fagnant, Demonty, & Lejonc, 2003). On the one hand, research on the development of an expert and reflexive approach to mathematical problem solving conducted in the field of mathematics instruction stresses the importance of giving all students, whether they are experts or novices, realistic, meaningful, challenging and complex problem-solving tasks, supporting a “simultaneous” teaching approach (Blum, 2011; Depaepe et al., 2010; Van Dooren, Verschaffel, Greer, De Bock, & Crahay, 2010).
    keywords: approach; cognitive; expert; group; heuristic; knowledge; learning; problem; problem solving; process; regulation; self; solving; strategies; strategy; students; teaching; time
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        item: #136 of 261
          id: flr-336
      author: Egloff, Frank; Förster, Natalie; Souvignier, Elmar
       title: Students´ reading ability moderates the effects of teachers´ beliefs on students´ reading progress
        date: 2019
       words: 8639
      flesch: 48
     summary: This study adds a more differentiated view to findings concerning the effects of teacher beliefs by showing that effects vary depending on the skill under study (fluency vs. comprehension), and that effects of teacher beliefs may depend on students’ ability. Keywords: teacher beliefs, beliefs about teaching, reading comprehension, reading fluency Info corresponding author email egloff@uni-muenster.de DOI: 10.14786/flr.v7i1.336 1. Introduction Teachers’ beliefs about teaching have been found to influence teachers’ behaviour and thereby affect student learning (Pajares, 1992; Peterson, Fennema, Carpenter, & Loef, 1989).
    keywords: beliefs; comprehension; constructivist; effects; fluency; growth; learning; level; progress; reading; students; teachers; teaching; transmissive
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        item: #137 of 261
          id: flr-340
      author: Smets, Wouter; Struyven, Katrien
       title: Aligning with complexity: system-theoretical principles for research on differentiated instruction
        date: 2018
       words: 8425
      flesch: 42
     summary: The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three design principles for research on differentiated instruction are presented to address these challenges: organic design, interaction and reflectivity.
    keywords: classroom; complexity; design; emergence; individual; instruction; learning; research; students; study; systems; teaching; theory
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        item: #138 of 261
          id: flr-342
      author: de Brabander, Cornelis J.; Glastra, Folke J
       title: Testing a Unified Model of Task-specific Motivation: how teachers appraise three professional development activities
        date: 2018
       words: 11910
      flesch: 49
     summary: Structural regression model of the task-specific components for the board decided professional development activity. Structural regression model of the task-specific components for the team decided professional development activity.
    keywords: action; activities; activity; affective; autonomy; brabander; cognitive; development; doi; model; motivation; readiness; sense; task; teachers; valences
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        item: #139 of 261
          id: flr-348
      author: Mittelmeier, Jenna; Edwards, Rebecca L.; Davis, Sarah K.; Nguyen, Quan; Murphy, Victoria L.; Brummer, Leonie; Rienties, Bart
       title: ‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career researchers on learning analytics
        date: 2018
       words: 8931
      flesch: 44
     summary: Keywords: Learning analytics, educational research, early career researchers Info corresponding author Mail: jenna.mittelmeier@open.ac.uk Learning analytics: six main research topics Learning analytics can be defined as ‘the measurement, collection, analysis, and reporting of data about learners and their contexts for the purpose of understanding and optimising learning and the environments in which it occurs’ (LAK, 2011).
    keywords: analytics; career; data; education; field; group; learning; learning analytics; participants; researchers; students; workshop
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        item: #140 of 261
          id: flr-350
      author: Filius, Renée Marianne; de Kleijn, Renske A.M.; Uijl, Sabine G.; Prins, Frans J.; Rijen, Harold V.M.; Grobbee, Diederick E.
       title: Promoting deep learning through online feedback in SPOCs
        date: 2018
       words: 10454
      flesch: 52
     summary: Compared to oral feedback, written peer feedback was found to promote deep learning even more effectively because of the more precise type of feedback students are able to provide. The impact of self-and peer-grading on student learning.
    keywords: design; education; feedback; focus; group; instructors; intervention; interviews; learning; mechanisms; online; research; spocs; students; study
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        item: #141 of 261
          id: flr-353
      author: Endedijk, Maaike; Hoogeboom, Marcella; Groenier, Marleen; de Laat, Stijn; van Sas, Jolien
       title: Using sensor technology to capture the structure and content of team interactions in medical emergency teams during stressful moments
        date: 2018
       words: 13705
      flesch: 51
     summary: We analyzed the structure and content of team interactions of medical action teams during a simulated crisis situation and compared team interaction at moments of high arousal with team interaction outside these high arousal moments; as well as differences in team interaction between more and less effective teams. Using sensor technology to capture the structure and content of team interactions in medical emergency teams during stressful moments
    keywords: arousal; content; data; measures; moments; research; skin; structure; study; team; team interactions; team leader; time; video; window
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        item: #142 of 261
          id: flr-359
      author: Testers, Laurent; Gegenfurtner, Andreas; Geel, Rolf van; Brand-Gruwel, Saskia
       title: From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts
        date: 2019
       words: 9065
      flesch: 48
     summary: Theoretical implications The theoretical relevance of this study is that it adds a novel dimension to the conceptual development of transfer studies. Partnerships for training transfer: Lessons from a corporate study.
    keywords: contexts; development; feedback; intention; journal; learning; research; students; study; support; training; training transfer; transfer; transfer contexts; work
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        item: #143 of 261
          id: flr-365
      author: Garcia Moreno-Esteva, Enrique; White, Sonia L. J.; Wood, Joanne M.; Black, Alex A.
       title: Application of mathematical and machine learning techniques to analyse eye-tracking data enabling better understanding of children’s visual-cognitive behaviours
        date: 2018
       words: 6404
      flesch: 41
     summary: 3.2 Finding the central data item in each class and what it reveals The average scanpath derived by method two (central data item) determined that correct children had the following sequence: {A1,B5,B1,B1,B1,A1,A1,A1,C2,A1,B2,B2,B2,B2,A2,B2,A2,A2,A1,B3,C2,C1,A3,A3,A1,A3,B3,A4,A3,A4,A3,A3,B2,A2,A1,A1} while the sequence for incorrect children was as follows: {C1,B1,B1,A1,A1,B2,B2,B2,B2,B2,B2,B2,A3,C1,C2,B3,A3,A4,C1,B5,B2,A2,B2,B2,B2,B2,A2,C3,C1,A4,C2,A3,B1, A1,A2,A1} Eye tracking research has revealed that more experienced problem-solvers (experts) can identify task relevant visual information more rapidly than less experienced individuals (novices), and their visual attention (eye fixation scanpaths) tend to be more focused on relevant than irrelevant regions of the visual stimulus (Gegenfurtner, Lehtinen & Säljö, 2011; Tsai, Hou, Lai, Liu, & Yang, 2012); these objective findings were corroborated by self-reported accounts of participants completing the task (Tsai, et al., 2012).
    keywords: areas; children; class; data; feature; graph; scanpath; sequence; task; vector
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        item: #144 of 261
          id: flr-366
      author: van Atteveldt, Nienke Mariëlla; van Kesteren, Marlieke; Braams, Barbara; Krabbendam, Lydia
       title: Neuroimaging of learning and development: improving ecological validity
        date: 2018
       words: 9470
      flesch: 50
     summary: Brookes, M. J. (2018). Chen, J., Honey, C. J., Simony, E., Arcaro, M. J., Norman, K. A., & Hasson, U. (2016).
    keywords: brain; cognitive; development; lab; learning; life; memory; neuroimaging; neuroscience; research; social; studies; validity
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        item: #145 of 261
          id: flr-367
      author: Van Laer, Stijn; Elen, Jan
       title: Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning
        date: 2018
       words: 14155
      flesch: 49
     summary: Secondly, we provide an illustrative example highlighting (1) the complexity of sequence analysis, (2) the theoretical and methodological choices and considerations to be made, and (3) the reporting of the methods used, illustrating the need for agreed upon frameworks to be able to conduct and report sequence analyses transparently. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL.
    keywords: analysis; approach; data; doi; events; framework; investigation; learners; learning; methods; mining; research; self; sequence; sequence analysis; srl; sub; winne
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        item: #146 of 261
          id: flr-368
      author: Salmeron, Ladislao; Gil, Laura; Bråten, Ivar
       title: Using eye-tracking to assess sourcing during multiple document reading: A critical analysis
        date: 2018
       words: 7405
      flesch: 51
     summary: Trust and mistrust when students read multiple information sources about climate change. Results suggested that current eye-tracking indices of sourcing are not universally valid measures, and that simpler methods, such as asking readers whether they paid attention to source information, may be more suited to assess strategic sourcing during multiple document reading.
    keywords: bråten; documents; eye; indices; information; participants; print; processes; reading; source; sourcing; tracking
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        item: #147 of 261
          id: flr-369
      author: Järvenoja, Hanna; Järvelä, Sanna; Törmänen, Tiina; Näykki, Piia; Malmberg, Jonna; Kurki, Kristiina; Mykkänen, Arttu; Isohätälä, Jaana
       title: Capturing motivation and emotion regulation during a learning process
        date: 2018
       words: 10747
      flesch: 39
     summary: Järvenoja et al publication Frontline Learning Research Vol.6 No. 3 (2018) 85 - 104 ISSN 2295-3159 Capturing motivation and emotion regulation during a learning process Hanna Järvenojaa, Sanna JärveläaPiia Näykkia, Jonna Malmberga, Kristiina Kurkia, Arttu Mykkänena, Tiina Törmänena, Jaana Isohätäläa aLearning & Educational Technology Research Unit, University or Oulu, Finland Article received 14 May 2018/ revised 12 September/ accepted 20 October/ available online 7 December The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation.
    keywords: analysis; data; emotion regulation; example; group; järvelä; järvenoja; learning; motivation; motivation regulation; process; regulation; research; self; video
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        item: #148 of 261
          id: flr-37
      author: Haider, Hilde; Eichler, Alexandra; Hansen, Sonja; Vaterrodt, Bianca; Gaschler, Robert; Frensch, Peter
       title: How we use what we learn in Math: An integrative account of the development of commutativity.
        date: 2014
       words: 11145
      flesch: 53
     summary: With regard to the second goal, we pursued to different questions: (1) In which grade are students able to spontaneously apply commutativity knowledge in different task formats and (2) in which grade starts performance expressed in the different tasks to correlate with one- another? Therefore, investigating the spontaneous application of commutativity knowledge would complement and broaden this research.
    keywords: age; arithmetic; children; commutativity; control; graders; knowledge; principle; problems; task
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        item: #149 of 261
          id: flr-370
      author: Harteis, Christian; Fischer, Christoph; Töniges, Torben; Wrede, Britta
       title: Do we betray errors beforehand? The use of eye tracking, automated face recognition and computer algorithms to analyse learning from errors
        date: 2018
       words: 8677
      flesch: 55
     summary: Errors, error taxonomies, error prevention, and error management: Laying the groundwork for discussing errors in organisation. Errors, error taxonomies, error prevention, and error management: Laying the groundwork for discussing errors in organisation.
    keywords: computer; curve; data; errors; features; figure; game; learning; load; persons; reactions; research; test
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        item: #150 of 261
          id: flr-371
      author: Hämäläinen, Raija; De Wever, Bram; Waaramaa, Teija; Laukkanen, Anne-Maria; Lämsä, Joni
       title: It’s Not Only What You Say, But How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk
        date: 2018
       words: 11711
      flesch: 58
     summary: Subsequently, based on the coded frequency counts of teacher talk patterns were selected for the intonation analysis. As a direct result, the field particularly needs to understand teacher talk during educational dialogues that creates opportunities to promote learning (see also Mortimer & Scott, 2003).
    keywords: analysis; classroom; example; figure; intonation; patterns; pitch; prosodic; research; students; study; talk; teacher; teacher talk; voice
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        item: #151 of 261
          id: flr-372
      author: Donker, Monika H; Gog, Tamara van; Mainhard, M Tim
       title: A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior
        date: 2018
       words: 12029
      flesch: 47
     summary: Although the association between teacher-student relations, teacher emotions, and burnout has been proven on a general level, we do not know the exact processes underlying these associations. Keywords: Teacher emotions; process analyses; physiology; heart rate; interpersonal teacher behavior Info.
    keywords: affective; agency; behavior; emotions; et al; heart; individual; moment; rate; research; teacher; time; van
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        item: #152 of 261
          id: flr-373
      author: Scharinger, Christian
       title: Fixation-related EEG frequency band power analysis: A promising methodology for studying instructional design effects of multimedia learning material
        date: 2018
       words: 8314
      flesch: 49
     summary: To avoid stimulus-presentation associated event-related EEG correlates potentially masking fixation-related EEG correlates, the first 700 ms of stimulus presentation (i.e., the first few fixations) should be excluded from EEG data analysis (Dimigen et al., 2011). Finally, defining an adequate baseline for EEG data analysis is not trivial in free viewing situations (Dimigen et al., 2011;
    keywords: analysis; band; cognitive; data; eeg; eeg data; eye; fixation; frequency; learning; multimedia; power; reading; research; task
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        item: #153 of 261
          id: flr-379
      author: Eteläpelto, Anneli; Kykyri, Virpi-Liisa; Penttonen, Markku; Hökkä, Päivi; Paloniemi, Susanna; Vähäsantanen, Katja; Eteläpelto, Tuomas; Lappalainen, Vesa
       title: A multi-componential methodology for exploring emotions in learning:: using self-reports, behaviour registration, and physiological indicators as complementary data
        date: 2018
       words: 17655
      flesch: 53
     summary: A central technique for studying ANS emotion responses has been heart rate variability (HRV), which refers to a variety of methods for assessing the beat-to-beat change in the heart over time (Quintana & Heathers, 2014). We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning.
    keywords: activity; ans; data; eda; emotions; episodes; hrv; learning; lisa; research; self; session; sri; study; system; valence; video
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        item: #154 of 261
          id: flr-380
      author: Puurtinen, Marjaana
       title: Learning on the job: Rethinks and realizations about the use of eye tracking in music-reading studies
        date: 2018
       words: 9222
      flesch: 58
     summary: In J. Hyönä, R. Radach, & H. Deubel (Eds.), The mind’s eye: Cognitive and applied aspects of eye movement research (pp. 313–334). Eye movement in music reading: Effects of reading ability, notational complexity, and encounters.
    keywords: data; eye; hand; huovinen; music; penttinen; performance; reading; research; span; study; time
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        item: #155 of 261
          id: flr-381
      author: Minnameier, Gerhard
       title: Explaining Happy Victimizing in adulthood: A cognitive and economic approach
        date: 2020
       words: 12127
      flesch: 59
     summary: Keywords: Happy Victimizer Phenomenon; moral stages; moral reasoning; moral motivation; moral internalism and externalism; game theory; norms and conventions Info corresponding email: minnameier@econ.uni-frankfurt.de Doi: https://doi.org/10.14786/flr.v8i5.381 1. HV is typically explained by a lack of moral motivation (MM) that is thought to develop in late childhood and adolescence.
    keywords: cooperation; development; economists; game; journal; minnameier; morality; motivation; problem; rules; sense; stage; students; terms; theory
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        item: #156 of 261
          id: flr-382
      author: Gutzwiller-Helfenfinger, Eveline; Latzko, Brigitte
       title: Happy Victimizing in Emerging Adulthood: Reconstruction of a Developmental Phenomenon?
        date: 2020
       words: 11585
      flesch: 50
     summary: Keywords: Happy Victimizer Phenomenon; adult moral development; moral emotions; developmentally appropriate assessment Info corrseponding author email: eveline.gutzwiller-helfenfinger@uni-due.de DOI: https.www.doi.org/10.14786/flr.v8i5.382 1. Based on the assumption that moral emotions like guilt can be seen as showing that the self not only knows a moral rule, but also feels committed to it (Gibbard, 2002; Malti, 2010; Malti, Gummerum, Keller, & Buchmann, 2009), the HVP can also be interpreted as a lack of moral commitment accompanying the absence of negative (i.e., moral) emotion attributions.
    keywords: adults; attributions; children; emotions; good; judgment; malti; money; moral; participants; protagonist; rule; transgression; victimizer; vignette
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        item: #157 of 261
          id: flr-384
      author: Heitzmann, Nicole; Seidel, Tina; Opitz, Ansgar; Hetmanek, Andreas; Wecker, Christof; Fischer, Martin R; Ufer, Stefan; Schmidmaier, Ralf; Neuhaus, Birgit; Siebeck, Matthias; Stürmer, Kathleen; Obersteiner, Andreas; Reiss, Kristina; Girwidz, Raimund; Fischer, Frank
       title: Facilitating Diagnostic Competences in Simulations in Higher Education: A Framework and a Research Agenda
        date: 2019
       words: 13730
      flesch: 41
     summary: However, these alternative conceptualizations continue to include teacher diagnostic activities (Herppich et al., 2018), and many current research approaches now use the term “teachers’ diagnostic competences” (Glogger-Frey, Herppich, & Seidel, 2018). Adding reflection phases to foster medical diagnostic competences has turned out to be a successful form of scaffolding (Ibiapina, Mamede, Moura, Eloi-Santos, & Van Gog, 2014; Mamede et al., 2012; Mamede et al., 2014).
    keywords: activities; competences; development; diagnosing; doi; education; effects; fischer; framework; knowledge; learners; learning; practice; research; simulations; support; teacher
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        item: #158 of 261
          id: flr-385
      author: Heinrichs, Karin; Gutzwiller-Helfenfinger, Eveline; Latzko, Brigitte; Minnameier, Gerhard; Döring, Bettina
       title: Happy-Victimizing in Adolescence and Adulthood: Empirical Findings and Further Perspectives
        date: 2020
       words: 10661
      flesch: 49
     summary: Thus, it might be fruitful to conduct mixed-methods and experimental studies which allow for a more sensitive and multi-variant assessment of moral reasoning patterns while at the same time making the inclusion of larger samples possible. Moreover, the HV could be investigated in a variety of contexts and domains of everyday (working) life to further explore similarities and differences in moral reasoning patterns across contexts and domains (see e.g., Heinrichs & Wuttke, 2016; Minnameier, Heinrichs, & Kirschbaum, 2016).
    keywords: decision; deontic; emotions; judgment; making; money; motivation; participants; patterns; reasoning; research; self; study; transgressor; victimizer
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        item: #159 of 261
          id: flr-386
      author: Heinrichs, Karin; Kärner, Tobias; Reinke, Hannes
       title: An action-theoretical approach to the Happy Victimizer Pattern: Exploring the role of moral disengagement strategies on the way to action
        date: 2020
       words: 10605
      flesch: 47
     summary: Moreover, empirical research in moral and developmental psychology has previously confirmed that the proportion of moral decisions reflecting the HV pattern varies depending on situational cues, particularly on the degree of the moral conflict, or whether people are encouraged to make judgments using a self- or others’ perspective (Keller, Lourenço, Malti, & Saalbach, 2003; Nunner-Winkler, 2013; Malti & Krettenauer, 2013). Bandura and colleagues suggest (volitional) control strategies, and indicate that these strategies deactivate self-sanctions that would normally support moral action.
    keywords: action; bandura; decision; heinrichs; intensity; making; mds; participants; patterns; process; research; situations; strategies
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        item: #160 of 261
          id: flr-387
      author: Fraenken, Judith; Wosnitza, Marold
       title: Students’ pride orientation in a learner-focused school setting: An exploratory study
        date: 2019
       words: 4334
      flesch: 56
     summary: Shame and pride and their effects on student achievement. Pride statements were collected from the learning logbooks of one school year and were separated into single statements (n=1063).
    keywords: achievement; learning; pride; process; school; self; statements; students
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        item: #161 of 261
          id: flr-393
      author: Vekkaila, Jenna; Virtanen, Viivi; Kukkola, Jani; Frick, Liezel; Pyhältö, Kirsi
       title: How do doctoral students in STEM fields engage in scientific knowledge practices?
        date: 2019
       words: 8361
      flesch: 46
     summary: However, our understanding of what doctoral knowledge practices entails is still insufficient. For this study, a total of 34 doctoral students from STEM fields, including natural sciences, bio- and environmental sciences and medicine were interviewed to gain a better understanding of the kinds of knowledge practices in which doctoral students in the sciences engage.
    keywords: communities; community; education; fields; knowledge; knowledge practices; learning; participants; practices; research; stem; students; work
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        item: #162 of 261
          id: flr-403
      author: Larmuseau, Charlotte; Vanneste, Pieter; Cornelis, Jan; Desmet, Piet; Depaepe, Fien
       title: Combining physiological data and subjective measurements to investigate cognitive load during complex learning
        date: 2019
       words: 8876
      flesch: 53
     summary: 2.3 Physiological measures of cognitive load The physiological approach for cognitive load measurement is based on the assumption that any change in the human cognitive functioning is reflected in the human physiology. This distinction between the different types and mental effort was made because the different types of cognitive load concerns mental load induced by task complexity and instructional design, whereas mental effort invested covers the overall amount of cognitive processing for a particular task (Paas et al., 2003).
    keywords: complex; data; differences; doi; eda; learning; load; mean; students; task
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        item: #163 of 261
          id: flr-407
      author: Schindler, Julia; Schindler, Simon; Reinhard, Marc-André
       title: Effectiveness of Self-Generation During Learning is Dependent on Individual Differences in Need for Cognition.
        date: 2019
       words: 8137
      flesch: 51
     summary: Consistent with these findings, low NFC learners are found to be less willing to use elaborate learning strategies such as desirable difficulties in self-regulated learning than high NFC learners (Weißgerber et al. 2018). (2) We expected to find a more pronounced generation effect for low NFC learners compared to high NFC learners.
    keywords: cognition; effect; generation; learners; learning; need; nfc; processing; recall; self; target; target words; words
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        item: #164 of 261
          id: flr-411
      author: Eckstein, Boris
       title: Production and Perception of Classroom Disturbances: A new approach to investigating the perspectives of teachers and students
        date: 2019
       words: 8905
      flesch: 52
     summary: Blue refers to teacher ratings, labelled with the letter “t”. The unstandardized trait factor loadings indicate level differences between the types of rating (Geiser, Eid, West, Lischetzke, & Nussbeck, 2012): loadings greater than 1.00 indicate that the pertaining self-ratings or teacher ratings are higher than the average peer rating (comparison standard); loadings lesser than 1.00 indicate lower self- or teacher ratings compared to the peer ratings.
    keywords: behaviour; classroom; disturbances; effects; factors; method; peer; peer ratings; perception; rater; ratings; self; students; teacher ratings; teachers; trait
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        item: #165 of 261
          id: flr-417
      author: Ståhl, Tore
       title: Epistemic Beliefs and Googling
        date: 2019
       words: 17054
      flesch: 48
     summary: The investigation is framed in a single research question: (How) can the set of epistemic beliefs dimensions be extended so that it also expresses a googling attitude? Due to unsuccessful replication, the instrument was revised prior to the 2012 data collection: the five new dimensions suggested in FEE were omitted, Structure of knowledge items were included as well as some other items, based on item level analysis.
    keywords: approach; beliefs; bråten; constructivist; data; dimensions; efa; et al; factor; information; internet; items; knowing; knowledge; learning; model; new; research; students; study; table
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        item: #166 of 261
          id: flr-423
      author: Ünlüsoy, Asli; de Haan, Mariëtte
       title: Expanding the notion of global learning: Turkish-Dutch teens’ networked configurations for learning
        date: 2020
       words: 12738
      flesch: 50
     summary: Turkish youth also show a strong attachment and self-esteem (related) to the Turkish community (Verkuyten, 2001). There is not much known from the literature on how Turkish youth orient themselves on the internet from the perspective of their learning.
    keywords: community; dutch; family; global; learner; learning; media; networks; new; online; participants; people; self; teens; turkey; turkish; youth
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        item: #167 of 261
          id: flr-427
      author: Strohmaier, Anselm Robert; Schiepe-Tiska, Anja; Reiss, Kristina M.
       title: A comparison of self-reports and electrodermal activity as indicators of mathematics state anxiety.: An application of the control-value theory
        date: 2020
       words: 9240
      flesch: 54
     summary: While physiological MAstate increased from 15.43 events per minute to 20.04 events per minute (F(85) = 10.53, p = .002, 2 = .10), self-reported anxiety increased from 1.37 to 1.62 (F(85) = 17.23, p < .001, 2 = .17). MAtrait showed a moderate and significant correlation with self-reported MAstate (r = .34, p = .002), but not with physiological MAstate (r = .08, p = .48), which supports hypothesis 3a, but not 3b.
    keywords: anxiety; appraisals; control; eda; mastate; mathematics; matrait; measures; relation; reports; self; value
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        item: #168 of 261
          id: flr-43
      author: Vekkaila, Jenna; Pyhältö, Kirsi; Lonka, Kirsti
       title: Focusing on doctoral students’ experiences of engagement in the thesis work
        date: 2013
       words: 12595
      flesch: 46
     summary: This study contributed to the literature on doctoral student engagement by opening the nature of engagement at the interfaces of studying and working by shedding light on the dual role of doctoral students as both students and professional researchers. Hence, this study contributed to the literature on doctoral student engagement by opening the nature of engagement at the interfaces of studying and working by shedding light on the dual role of doctoral students as both students and professional researchers.
    keywords: community; education; engagement; et al; experiences; learning; process; pyhältö; research; students; studies; study; vekkaila; work
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        item: #169 of 261
          id: flr-435
      author: Harteis, Christian; Kok, Ellen; Jarodzka, Halszka
       title: Editorial The journey to proficiency: Exploring new objective methodologies to capture the process of learning and professional development
        date: 2018
       words: 9830
      flesch: 16
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<w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Elegant/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Professional/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Subtle 1/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Subtle 2/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Web 1/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Web 2/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Web 3/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Balloon Text/> <w:LsdException Locked=false Priority=39 Name=Table Grid/> <w:LsdException Locked=false SemiHidden=true UnhideWhenUsed=true Name=Table Theme/> <w:LsdException Locked=false SemiHidden=true Name=Placeholder Text/> <w:LsdException Locked=false Priority=1 QFormat=true Name=No Spacing/> <w:LsdException Locked=false Priority=60 Name=Light Shading/> <w:LsdException Locked=false Priority=61 Name=Light List/> <w:LsdException Locked=false Priority=62 Name=Light Grid/> <w:LsdException Locked=false Priority=63
    keywords: accent; fareast; font; lsdexception locked="false; mso; name="list; semihidden="true; style; table; unhidewhenused="true
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        item: #170 of 261
          id: flr-437
      author: Hietajärvi, Lauri; Lonka, Kirsti; Hakkarainen, Kai; Alho, Kimmo; Salmela-Aro, Katariina
       title: Are Schools Alienating Digitally Engaged Students? Longitudinal Relations between Digital Engagement and School Engagement
        date: 2020
       words: 9880
      flesch: 42
     summary: More precisely, we conceptualize digital learning engagement as reflecting informally emerging socio-digital participation (Hakkarainen, Hietajärvi, Alho, Lonka, & Salmela-Aro, 2015) including a considerable degree of self-regulated (Boekarts & Minnaert, 1999, see also Panadero & Järvelä, 2015) learning embedded on the contexts of their peer supported interest-driven learning ecologies (Barron, 2006). As such, we consider digital learning engagement as situated within the ecologies of connected learning.
    keywords: digital; doi; engagement; learning; learning engagement; model; practices; salmela; school; school engagement; schoolwork; students; technologies; time
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        item: #171 of 261
          id: flr-44
      author: Klassen, Robert M.; Yerdelen, Sündüs; Durksen, Tracy L
       title: Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
        date: 2013
       words: 9704
      flesch: 52
     summary: The result of our scale development was a 16-item, 4-factor scale of teacher engagement that shows evidence of reliability, validity, and practical usability for further research. Our key contribution to the measurement of teacher engagement is the novel inclusion of social engagement with students as a key component of overall engagement at work for teachers.
    keywords: colleagues; engagement; ets; factor; items; klassen; model; order; students; teacher engagement; teachers; teaching; work; work engagement
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        item: #172 of 261
          id: flr-443
      author: Van Gasse, Roos
       title: The effect of formal team meetings on teachers’ informal data use interactions
        date: 2019
       words: 8700
      flesch: 50
     summary: An important factor may be engagement in formal data use interactions. More insight is needed into what exactly happens in formal data use interactions, how schools and teacher teams differ in those formal interactions and when and how those interactions affect teachers’ informal interactive behaviour.
    keywords: colleagues; data; data use; interactions; learning; network; perceptions; research; teachers; team
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        item: #173 of 261
          id: flr-447
      author: Dalsgaard, Christian
       title: Reflective Mediation: Toward a Sociocultural Conception of Situated Reflection
        date: 2020
       words: 8229
      flesch: 51
     summary: Learning activities should ideally be directed at a goal, grounded in a motive, and point towards operations in practice. Both of these objects of student activities could result in production of TV ads, but if students reflect empirically on their ads in relation to the motives, the ads will be very different.
    keywords: activities; activity; individual; learning; levels; processes; reflection; theoretical
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        item: #174 of 261
          id: flr-451
      author: Andresen, Anette; Anmarkrud, Øistein; Salmerón, Ladislao; Bråten, Ivar
       title: Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context
        date: 2019
       words: 13914
      flesch: 50
     summary: We also performed a more detailed analysis of eye movements during text reading, focusing on differences among participants regarding number of fixations, fixation duration, and regressions. In explaining the relationship between multimedia learning and working memory, Mayer’s (2003, 2014a) influential cognitive theory of multimedia learning draws on limited-capacity (Baddeley, 1995, 2000; Just & Carpenter, 1992) and dual-channel theories (Baddeley, 1995; Clark & Paivio, 1991; Paivio, 1971, 1986).
    keywords: comprehension; doi; dyslexia; information; knowledge; learning; memory; multimedia; multimedia learning; pages; participants; processing; reading; representations; research; students; study; text; web; web pages; working
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        item: #175 of 261
          id: flr-459
      author: Cyril, Brom; Dobrovolný, Viktor; Děchtěrenko, Filip; Stárková, Tereza; Bromová, Edita
       title: It’s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-playing Game
        date: 2019
       words: 10365
      flesch: 54
     summary: EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Learning outcomes were measured both after the edu-LARP and a month later.
    keywords: affect; device; doi; educational; game; interest; larp; learning; load; motivation; outcomes; participants; play; playing; scores; session; study; techie
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        item: #176 of 261
          id: flr-461
      author: Laine, Erkka; Veermans, Marjaana; Gegenfurtner, Andreas; Veermans, Koen
       title: Individual interest and learning in secondary school STEM education
        date: 2020
       words: 9755
      flesch: 51
     summary: In biology correlation between interest time 2 and biology grade at time 2 was nonsignificant, but interest at time 3 and grade at time 3 had a positive correlation (r(92) = .39, p < .01). CodePen - Laine et al publication Frontline Learning Research Vol.8 No. 2 (2020) 90 - 108 ISSN 2295-3159 Individual interest and learning in secondary school STEM education Erkka Laine b, Marjaana Veermansa, Andreas Gegenfurtner b& Koen Veermansa aUniversity of Turku, Finland bDeggendorf Institute of Technology, Germany Article received 27 February 2019/ revised 23 December/ accepted 26 March 2020 / available online 29
    keywords: biology; grades; individual; interest; knowledge; learning; mathematics; model; school; students; study; time; year
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        item: #177 of 261
          id: flr-469
      author: Heinimäki, Olli-Pekka; Volet, Simone; Vauras, Marja
       title: Core and activity-specific functional participatory roles in collaborative science learning
        date: 2020
       words: 11184
      flesch: 41
     summary: Therefore, there is still a call for the establishment of role frameworks, typologies, and coding systems to enhance our understanding and facilitate the analysis of roles in different small-group contexts, such as collaborative learning groups. In this respect, the observed pattern of enacted roles within this group was very different compared to the exchange illustrated earlier with veterinary students in data excerpt 1.
    keywords: activities; activity; core; framework; group; learning; research; roles; science; science learning; specific; students; study; task; volet
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        item: #178 of 261
          id: flr-471
      author: Knöchelmann, Nina; Krueger, Sabine; Flack, Anita; Osterhaus, Christopher
       title: Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem
        date: 2019
       words: 3078
      flesch: 45
     summary: Keywords: data interpretation; bar graphs; problem context; confirming; disconfirming Info corresponding author: c.osterhaus@psy.lmu.de. The influences of problem context (grounded vs. abstract) have not previously been investigated in reasoners’ interpretation of bar graphs.
    keywords: abstract; bar; data; participants; problems
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        item: #179 of 261
          id: flr-473
      author: Paans, Cindy; Molenaar, Inge; Segers, Eliane; Verhoeven, Ludo
       title: Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes
        date: 2020
       words: 8612
      flesch: 54
     summary: As such, looking at macro-level navigation patterns, rather than individual navigation events, may help with the interpretation of log-file data. While research is scarce, some studies have investigated macro-level navigation patterns, by means of cluster analysis.
    keywords: assignment; children; hypermedia; knowledge; learning; level; macro; navigation; navigation patterns; patterns; reading; structure; task
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        item: #180 of 261
          id: flr-485
      author: Nanu, Cristina; Laakkonen, Eero; Hannula-Sormunen, Minna
       title: The effect of first school years on mathematical skill profiles
        date: 2020
       words: 10597
      flesch: 52
     summary: The current paper uses exogenous variation in formal school entrance age policies and a cross-sectional sample from four countries with different school entrance ages to examine the effects of variation in the years of formal education on mathematical skill profiles. This allows for the investigation of these effects on mathematical skill profiles.
    keywords: age; children; country; doi; early; effects; factor; hannula; learning; profiles; school; schooling; sfon; skills; starting; years
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        item: #181 of 261
          id: flr-489
      author: Chauliac, Margot; Catrysse, Leen; Gijbels, David; Donche, Vincent
       title: It is all in the surv-eye: can eye tracking data shed light on the internal consistency in self-report questionnaires on cognitive processing strategies?
        date: 2020
       words: 7035
      flesch: 53
     summary: Due to issues that are common in eye tracking research (e.g. problems with the calibration of the eye tracker, and a lack of responses to the survey questions [see e.g. Holmqvist et al., 2011]) we lost data from 22 respondents. However, further research is needed to investigate whether the current insight in the field of text reading also hold for the process of completing survey questionnaires.
    keywords: answering; completing; consistency; eye; processing; questionnaires; report; research; respondents; self; survey; tracking
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        item: #182 of 261
          id: flr-49
      author: Lee, Kerry; Khng, Kiat Hui; Ng, Swee Fong; Ng, Jeremy Lan Kong
       title: Longer bars for bigger numbers? children’s usage and understanding of graphical representations of algebraic problems
        date: 2013
       words: 8288
      flesch: 60
     summary: In Singapore, primary school students are taught to use bar diagrams to represent known and unknown values in algebraic word problems. It was given only to secondary school children as the primary school children have not been exposed to letter symbols.
    keywords: algebra; bars; children; diagrams; lee; magnitude; mathematics; problems; production; students; task; understanding
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        item: #183 of 261
          id: flr-491
      author: Durik, Amanda; Jenkins, Jade
       title: Variability in Certainty of Self-Reported Interest: Implications for Theory and Research: Implications for Theory and Research
        date: 2020
       words: 9882
      flesch: 49
     summary: If interest must be measured among a sample with limited certainty of interest, one approach may be to provide supports for them to know how to respond (e.g., definitions of the domain, a particular experience to reflect on) in order to provide a more valid measure, or to assess interest multiple times during a task (Moeller et al., 2020) rather than relying on a global assessment of domain interest. 2.2.4 Psychology The regression predicting certainty of psychology interest yielded a positive linear relationship of interest, t(18)
    keywords: attitude; behavior; certainty; domain; interest; math; participants; psychology; relationship; self; study
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        item: #184 of 261
          id: flr-493
      author: Vriesema, Christine Calderon; McCaslin, Mary
       title: Experience and Meaning in Small-Group Contexts: Fusing Observational and Self-Report Data to Capture Self and Other Dynamics
        date: 2020
       words: 7304
      flesch: 46
     summary: Third, while we have confidence in the reliability of our systematic coding procedures, researcher perceptions of small group dynamics may not coincide with student perceptions of their small-group experiences. For researchers studying specific instructional contexts, self-report data can pose challenges to investigating motivation and strategy use in small groups.
    keywords: anxiety; behavior; data; dynamics; group; learning; regulation; report; self; students
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        item: #185 of 261
          id: flr-497
      author: van Halem, Nicolette; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
       title: Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data
        date: 2020
       words: 8899
      flesch: 50
     summary: Given the prominent role of personal goals, efficacy, and interest in general models for student learning (Fryer, 2017), it is striking that the MSLQ scales on motivation did not explain variance in online trace data. Only a handful of studies focussed on triangulation of self-reports specifically on SRL using online trace data of student learning.
    keywords: course; data; learning; motivation; online; reports; research; self; strategy; students; study; trace; trace data; use
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        item: #186 of 261
          id: flr-501
      author: Fryer, Luke K.; Nakao, Kaori
       title: The How of Survey Self-report: VAS-Likert-Slide-Swipe... Same difference?
        date: 2020
       words: 6851
      flesch: 54
     summary: The number of appropriate categories in survey report formats is one of those issues that all researchers have to face when designing instruments and often results in a best guess. Likert format surveys (Voutilainen, et al., 2016) and the survey statements themselves (Austin & Brunner, 2003) have been linked to ceiling effects.
    keywords: data; formats; interest; interfaces; lcs; likert; report; research; scale; self; study; survey; vas
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        item: #187 of 261
          id: flr-503
      author: Nielsen, Tine; Friderichsen, Ida Sophie; Tarpgaard Hartkopf, Bjarke
       title: Measuring academic learning and exam self-efficacy at admission to university and its relation to first-year attrition: an IRT-based multi-program validity study
        date: 2019
       words: 10403
      flesch: 52
     summary: Keypoints Short scales measuring Pre-Academic Learning Self-efficacy (PAL-SE) and Pre-Academic exam Self-efficacy (PAE-SE) were developed from existing scales. Another entirely new finding is that we have established that it is indeed possible to obtain invariant measures of both Pre-Academic Learning Self-efficacy and Pre-Academic Exam Self-efficacy for students admitted to a wide range of university degree programs and at two different universities, when making the proper adjustments.
    keywords: attrition; degree; dif; doi; efficacy; item; learning; pal; pre; program; rasch; scale; self; students; university; year
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        item: #188 of 261
          id: flr-505
      author: Broda, Michael; Ekholm, Eric; Zumbrunn, Sharon
       title: Assessing the Predictive Nature of Teacher and Student Writing Self-Regulation Discrepancy
        date: 2020
       words: 9817
      flesch: 43
     summary: In this study, we examine the relationship between teacher expectations and student grades in one circumstance - the extent to which teachers’ discrepant expectations of students’ self-regulatory behaviors during writing were associated with students’ writing grades, after controlling for writing ability and student background characteristics. To what extent do discrepant teacher expectations of student writing self-regulation uniquely predict student grades after accounting for prior writing achievement and student demographic variables?
    keywords: discrepancy; expectations; grades; model; regulation; research; score; self; student; study; teacher; writing
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        item: #189 of 261
          id: flr-51
      author: Salaschek, Martin; Souvignier, Elmar
       title: Web-based progress monitoring in first grade mathematics
        date: 2013
       words: 8062
      flesch: 53
     summary: Later test times were considerably lower and declined continuously, from 13.85 minutes for test 2 (SD = 4.37) to 8.20 minutes for test 8 (SD = 3.81). (2) As measures of concurrent and predictive criterion validity, do the progress monitoring test scores correlate significantly with results from standardised achievement tests and teacher ratings of students' mathematics performance?
    keywords: grade; measures; monitoring; number; precursors; progress; results; scores; students; study; test; time
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        item: #190 of 261
          id: flr-517
      author: Beck, Klaus
       title: Ensuring content validity of psychological and educational tests – the role of experts
        date: 2020
       words: 14365
      flesch: 58
     summary: 33 (f) In the course of test development experts often are asked for statements indicating their approval (Grant & Davis, 1997, p. 272, col. 1; Table 2, col. 3). Table 3 offers an overview of the experts who were consulted about test item content.
    keywords: appendix; col; content; content validity; developers; development; doi; education; evaluation; experts; items; measurement; psychological; reports; table; test; test development; validity
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        item: #191 of 261
          id: flr-521
      author: Iaconelli, Ryan; Wolters, Christopher A.
       title: Insufficient Effort Responding in Surveys Assessing Self-Regulated Learning: Nuisance or Fatal Flaw?
        date: 2020
       words: 10168
      flesch: 49
     summary: Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. That is, the internal consistency of the SRL and motivation scales remained essentially the same, regardless of whether Inattentive students were or were not included in the computations.
    keywords: data; ier; index; items; learning; research; response; self; srl; srs; students; survey; time
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        item: #192 of 261
          id: flr-527
      author: Rogiers, Amélie; Merchie, Emmelien; Van Keer, Hilde
       title: Opening the black box of students’ text-learning processes: A process mining perspective
        date: 2020
       words: 10167
      flesch: 48
     summary: 2.3 Think-aloud coding procedure of learning strategies In a first step, think-aloud sessions were transcribed and coded. More particularly, by the unique combination of concurrent self-report think-aloud data and educational process mining in this study, we were able to shed light on not only the diversity of applied learning strategies, both also on their cyclical and adaptive nature.
    keywords: activities; learners; learning; learning process; learning strategy; process; strategies; strategy; strategy users; students; text; users
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        item: #193 of 261
          id: flr-529
      author: Moeller, Julia; Viljaranta, Jaana; Kracke, Bärbel; Dietrich, Julia
       title: Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design
        date: 2020
       words: 12958
      flesch: 44
     summary: This suggests that not only the group average can serve as an indicator of objective situation characteristics, it is furthermore possible that individual students make experiences that other students don’t make, but that other students still would rate the same way if they experienced the same. For example, a student’s overall perception of a teacher’s behaviour in a given learning situation may be influenced by objective situation characteristics (e.g., the teacher’s in-fact behaviour), and by the student’s subjective perceptions of the teacher’s objective behaviour, and by stable or fluctuating student characteristics (e.g., the student’s subjective liking of that teacher or the student’s dispositional interest in the subject).
    keywords: article; assessments; characteristics; data; design; esm; group; individual; interest; learning; lecture; objective; person; research; self; situation; students; time
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        item: #194 of 261
          id: flr-539
      author: Jansen, Renee; Leeuwen, Anouschka van; Janssen, Jeroen; Kester, Liesbeth
       title: A mixed method approach to studying self-regulated learning in MOOCs: combining trace data with interviews
        date: 2020
       words: 14167
      flesch: 58
     summary: Trace data have been used previously to measure learners’ SRL, since trace data can be gathered unobtrusively from all learners (e.g., Cicchinelli et al., 2018; Hadwin et al., 2007; Kizilcec et al., 2017; Van Laer & Elen, 2018). We present a pilot study in which we combined trace data with interview data to analyse learners’ SRL in online courses.
    keywords: activities; course; environment; interview; learners; learning; online; participants; self; srl; srl activities; study; time; trace data; videos
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        item: #195 of 261
          id: flr-541
      author: Jansen, Thorben; Vögelin, Cristina; Machts, Nils; Keller, Stefan Daniel; Möller, Jens
       title: Don't Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays
        date: 2021
       words: 9588
      flesch: 51
     summary: Keywords: teacher judgments; second language writing; halo effect; spelling, writing assessment Info corresponding author: email: tjansen@ipl.uni-kiel.de DOI: In the case of assessing students’ second-language essays, there is scant research on teacher judgments.
    keywords: assessment; effects; essay; halo; prompt; quality; scales; spelling errors; students; study; teachers; texts; writing
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        item: #196 of 261
          id: flr-543
      author: Gegenfurtner, Andreas; Gruber, Hans; Lehtinen, Erno; Säljö, Roger
       title: Horizontal Transition of Expertise
        date: 2024
       words: 12185
      flesch: 44
     summary: Lehtinen et al. (2020) links expert adaptations to research on conceptual change, particularly to framework theory. In this respect, the documentary method complements other forms of qualitative analyses of expert interviews, such as qualitative content analysis or thematic analysis, which often develop a category scheme, code the interview transcripts based on this scheme, count the occurrence of different codes, and/or visualize interconnections between codes in epistemic network analyses (Gabel et al., in press; Stahnke & Gegenfurtner, in press; Szulewski et al., 2019; Van de Wiel, 2017; White et al., 2018).
    keywords: adaptation; change; et al; expertise; experts; gegenfurtner; gruber; interview; learning; pet; research; säljö; transition; work
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        item: #197 of 261
          id: flr-551
      author: Winne, Phil
       title: Paradigmatic Issues in State-of-the-Art Research Using Process Data
        date: 2019
       words: 3941
      flesch: 50
     summary: With a more precise map of relations between conditions learners perceive about their instructional context and learning results, instructional designs can more dependably be engineered to offer learners experiences in which learners can more productively self-regulate learning. Finally, I recommend research involving process data turn more toward helping learners identify conditions of learning that spark arousal so learners can regulate motivation and emotion.
    keywords: arousal; data; learners; learning; research; science; validity; winne
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        item: #198 of 261
          id: flr-559
      author: Scharlau, Ingrid; Körber, Miriam; Karsten, Andrea
       title: Plunging into a world? A novel approach to undergraduates’ metaphors of reading
        date: 2019
       words: 17303
      flesch: 57
     summary: Transitivity analysis was especially effective in separating different conceptual metaphors that draw on the same source domain. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual metaphors of reading.
    keywords: action; actor; doi; example; instance; learning; metaphors; new; object; person; reader; reading; students; telic; texts; things; transitivity; world; writing
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        item: #199 of 261
          id: flr-561
      author: Bakhtiar, Aishah; Hadwin, Allyson
       title: Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration
        date: 2020
       words: 13983
      flesch: 42
     summary: Based on self-report data about individual and group regulation, Panadero et al. found that groups composed of individuals with greater self-regulation skills in managing their cognition, motivation, and emotion were more likely to demonstrate better shared-regulation during collaboration. The CORDTRA diagram is adaptable to data about group regulation because the diagram can visually represent fine-grained and multi-dimensional codes associated with regulation.
    keywords: challenges; group; group members; individual; järvelä; learning; low; members; motivation; motivation challenges; motivation regulation; productivity; productivity group; regulation; self; task
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        item: #200 of 261
          id: flr-57
      author: Lehtinen, Erno
       title: Frontline research in an accessible and flexible way
        date: 2013
       words: 975
      flesch: 43
     summary: 1- 2 ISSN 2295-3159 http://dx.doi.org/10.14786/flr.v1i1.57 1 | F L R Editorial Frontline research in an accessible and flexible way Erno Lehtinen An increasing number of new scientific journals have been founded in the last few years. Although libraries of big and wealthy universities provide researchers with wide on-line access to scientific journals, the journal packages available in many universities are limited.
    keywords: journal; learning; research
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        item: #201 of 261
          id: flr-577
      author: Draijer, Jael Marjan; Bakker, Arthur; Slot, Esther; Akkerman, Sanne
       title: The Multidimensional Structure of Interest
        date: 2020
       words: 8765
      flesch: 51
     summary: This, however, also raises subsequent questions, one being how development can be understood in terms of interest structure. Increasing homework completion by incorporating student interests.
    keywords: dimensions; hidi; interest; model; participants; profile; renninger; school; structure; study; value
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        item: #202 of 261
          id: flr-58
      author: Ohlsson, Stellan
       title: Beyond Evidence-Based Belief Formation: How Normative Ideas Have Constrained Conceptual Change Research
        date: 2013
       words: 10643
      flesch: 52
     summary: Once the utility rises to the point where a new knowledge structure is chosen to be the basis for action on at least some occasions, belief change is contingent on the outcomes of the resulting actions. The types of cognitive changes I have in mind are those that psychologists call conceptual change, belief revision, and theory change (Carey, 2009; Duit & Treagust, 2003; Nersessian, 2001; Thagard, 1992; Vosniadou, Baltas & Vamvakoussi, 2007)
    keywords: action; belief; change; evidence; knowledge; new; ohlsson; people; research; science; structure; theory; truth; utility; way
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        item: #203 of 261
          id: flr-581
      author: Davis, Sarah K. ; Hadwin, Allyson F.
       title: Exploring differences in psychological well-being and self-regulated learning in university student success
        date: 2021
       words: 6468
      flesch: 49
     summary: Thus, this current study operationalizes student success at an even finer-grained level: student success is when students attain self-set goals (e.g., academic, social, etc.) However, the consequences of poor mental health on postsecondary students is clear: mental health concerns are a common reason given by university students who take a temporary leave of absence or drop out altogether (Yorke & Longden, 2008).
    keywords: attainment; engagement; goal; health; learning; pwb; research; self; srl; students; study; success; university
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        item: #204 of 261
          id: flr-583
      author: Schick, Kristina; Gartmeier, Martin; Berberat, Pascal O.
       title: Senior medical student attitudes towards patient communication and their development across the clinical elective year – A Q-methodology study
        date: 2021
       words: 11639
      flesch: 46
     summary: Table 4 Distribution of students based on attitude profiles at all three measurement points Note. 3.2 Development of attitude profiles across the clinical electives (t2–t3)
    keywords: attitudes; communication; electives; information; learning; patient; profile; students; study; time
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        item: #205 of 261
          id: flr-597
      author: Jorion, Natalie; Roberts, Jessica; Bowers, Alex; Tissenbaum, Mike; Lyons, Leilah; Kumar, Vishesh; Berland, Matthew
       title: Uncovering Patterns in Constructionist Collaborative Learning Activities via Cluster Analysis of Museum Exhibit Log Files
        date: 2020
       words: 3915
      flesch: 50
     summary: To do so, we investigated player behavior over time to evaluate the extent to which the game fostered “productive” sessions. Limitations Given that we inferred player actions from log file data in this study and did not validate each action for the entirety of the data, some of the inferences may be inaccurate.
    keywords: circuits; cluster; data; exhibit; interactions; learning; players
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        item: #206 of 261
          id: flr-605
      author: Compagnoni, Miriam; Losenno, Kelsey Marie
       title: “I’m the best! Or am I?”: Academic self-concepts and self-regulation in kindergarten
        date: 2020
       words: 10538
      flesch: 45
     summary: For children with higher academic ability levels, a fit between self-concept and ability is associated naturally with higher abilities and should be more conducive to adjustment and motivation (Butler, 2011). Regarding behavioural SR, a fit between self-concept and academic ability level is beneficial for children with average abilities.
    keywords: abilities; ability; achievement; bias; children; concept; et al; fit; learning; levels; model; research; self; students
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        item: #207 of 261
          id: flr-613
      author: Heemskerk, Christina Hubertina Helena Maria; Malmberg, Lars-Erik
       title: Students’ observed engagement in lessons, instructional activities, and learning experiences
        date: 2020
       words: 8496
      flesch: 49
     summary: In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and ”other”), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. While instructional support is associated with academic performance, and emotional support with fewer behavioural problems (La Paro and Pianta, 2000), all these dimensions are positively associated with student engagement (e.g. Malmberg et al., 2010).
    keywords: behaviour; classroom; doi; emotions; engagement; et al; learning; lessons; school; self; students; task; teacher; work
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        item: #208 of 261
          id: flr-623
      author: Fryer, Luke K.; Dinsmore, Daniel L.
       title: The Promise and Pitfalls of Self-report: Development, research design and analysis issues, and multiple methods
        date: 2020
       words: 5032
      flesch: 50
     summary: The current Special Issue as whole brings three issues that are often noted, but rarely specifically discussed into focus: lateral versus horizontal development of measurement approaches, the critical role of research design and analyses, and the complex role of utilizing multiple measurement methods. In addition to demonstrating how their methods might support individualised learning, Moeller et al.’s study raised the critical role of multiple methods and including objective measures in self-report centered research.
    keywords: data; issue; learning; measurements; report; research; self; use
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        item: #209 of 261
          id: flr-625
      author: Winne, Phil
       title: A Proposed Remedy for Grievances about Self-Report Methodologies
        date: 2020
       words: 5389
      flesch: 50
     summary: That is, self reports in one bin do not correlate with others in a different bin and the kind of self report placed in one bin is not conditioned on another bin. How should analyses of data be conditioned by properties of self report data?
    keywords: data; learning; report; report data; research; researchers; respondents; self; study
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        item: #210 of 261
          id: flr-627
      author: Hirt, Carmen Nadja; Karlen, Yves; Suter, Francesca; Maag Merki, Katharina
       title: Types of social help-seeking strategies in different and across specific task stages of a real, challenging long-term task and their role in academic achievement
        date: 2020
       words: 13567
      flesch: 54
     summary: An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. On this basis, a hierarchical cluster analysis was conducted, which yielded four types of student SHS: strategic/adaptive/formal (17%), strategic/adaptive/informal (25%), non-strategic (36%) and avoidant (23%).
    keywords: class; classes; family; help; issue; karabenick; motivational; need; seeking; shs; stage; students; supervisor; types; variables
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        item: #211 of 261
          id: flr-63
      author: Postareff, Liisa; Lindblom-Ylänne, Sari; Parpala, Anna
       title: Explaining university students’ strong commitment to understand through individual and contextual elements
        date: 2014
       words: 12270
      flesch: 57
     summary: However, research has shown that students vary to a great extent with regard to their approaches to learning in that some are more likely to adopt deep approaches while others will rely more on surface learning. For the present study, the 34 students were divided into three subgroups on the basis of the change variable categories: 1) deep approach remains high (includes the „no change‟ and the „increase‟ groups), 2) slight decrease in one‟s deep approach and 3) sharp decrease in one‟s deep approach.
    keywords: approach; content; course; decrease; disposition; entwistle; learning; students; study; studying
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        item: #212 of 261
          id: flr-631
      author: Van Meter, Peggy
       title: Measurement and the Study of Motivation and Strategy Use: Determining If and When Self-report Measures are Appropriate
        date: 2020
       words: 7379
      flesch: 43
     summary: Fusing observational and self-report data to capture self and other dynamics. In addition to these two studies, articles in this special issue show other ways of combining self-report survey responses with additional forms of process data such as eye fixations (Chauliac et al., 2020), trace data (van Halem et al., 2020), and response times (Iaconelli & Wolters, 2020).
    keywords: data; learning; measures; report; self; strategy; study; use
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        item: #213 of 261
          id: flr-633
      author: Mouw, Jolien; Saab, Nadira ; Gijlers, Hannie; Hickendorff, Marian; van Paridon, Yolinde; Van Den Broek, Paul
       title: The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes
        date: 2020
       words: 11615
      flesch: 39
     summary: Hence, a more fruitful approach would be to focus on the combinations or patterns of cooperative behaviours students use during a complete episode of group work and capture these patterns in profiles of cooperative behaviours (Driskell, Driskell, Burke, & Salas, 2017), for example, by using a Latent Profile Analysis. How do individual- and group- level perspective-taking ability and cooperative behaviour profiles contribute to individual students’ cooperative learning outcomes?
    keywords: abilities; ability; behaviours; cognitive; group; johnson; learning; level; level perspective; outcomes; perspective; perspective taking; processes; profiles; students; taking; task
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        item: #214 of 261
          id: flr-637
      author: Pekrun, Reinhard
       title: Self-Report is Indispensable to Assess Students’ Learning
        date: 2020
       words: 4650
      flesch: 45
     summary: Experience and meaning in small-group contexts: fusing observational and self-report data to capture self and other dynamics. Whereas it may be difficult to alter one’s level of physiological activation, reports about perceived activation can easily be changed.
    keywords: emotions; interest; learning; methods; processes; report; research; self; students; validity
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        item: #215 of 261
          id: flr-641
      author: Knoop-van Campen, Carolien; Molenaar, Inge
       title: How Teachers integrate Dashboards into their Feedback Practices
        date: 2020
       words: 6307
      flesch: 51
     summary: Furthermore, we found two different distribution patterns: fifteen lessons (23%) showed a blocked distribution pattern (see Figure 4b for an example: dashboard prompted-feedback occurred in one or more chunks during the lesson), and thirty-seven lessons (57%) showed a mixed pattern where dashboard feedback was alternated with teacher and student feedback (see Figure 4c for an example: the feedback source interchanged during the lesson). Even though much has been written about feedback, less is known about which types of feedback teachers actually give during lessons (Bennett, 2011; Voerman, Meijer, Korthagen, & Simons, 2012).
    keywords: dashboard; feedback; learning; patterns; process; students; task; teachers; van
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        item: #216 of 261
          id: flr-645
      author: Lämsä, Joni; Espinoza, Catalina; Tuhkala, Ari ; Hämäläinen, Raija
       title: Staying at the front line of literature: How can topic modelling help researchers follow recent studies?
        date: 2021
       words: 4802
      flesch: 43
     summary: When we used topic models for sections 1 and 2, the distances between the original articles and new relevant articles overlapped more with new irrelevant articles [Figure 3 (a) and (b)]. When interpreting Figure 4, based on the CSCL theoretical frameworks, a few topics concerning collaborative knowledge construction and regulation of learning relate new relevant articles to original articles.
    keywords: articles; learning; literature; model; research; topic
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        item: #217 of 261
          id: flr-647
      author: Willems, Jonas; van Daal, Tine; Van Petegem, Peter; Coertjens, Liesje; Donche, Vincent
       title: Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts
        date: 2021
       words: 9822
      flesch: 41
     summary: Today, it is well established from a variety of studies that academic adjustment is imperative in the prediction of students’ academic achievement in the FYHE: students who are more academically adjusted drop out less often (Bean, 1980; Kuh, Kinzie, Buckley, Bridge, & Hayek, 2006) and achieve better grades (Bailey & Phillips, 2016; Petersen, Louw, & Dumont, 2009; Prospero & Vohra-Gupta, 2007; Severiens & Wolff, 2008; Wintre et al., 2011). Moreover, previous research in academic HE contexts has suggested that academic adjustment is a mediator of the effects of several learning strategies and motivational variables on academic achievement (Petersen, Louw, & Dumont, 2009; van Rooij, Jansen, & van de Grift, 2018), which further highlights the pivotal role of the academic adjustment construct in first-year students’ transition process.
    keywords: academic; achievement; adjustment; education; efficacy; learning; model; motivational; professional; programmes; research; self; strategies; students; study; variables
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        item: #218 of 261
          id: flr-655
      author: Messina Dahlberg, Giulia; Vigmo, Sylvi; Surian, Alessio
       title: Widening participation? (Re)searching institutional pathways in higher education for migrant students - The cases of Sweden and Italy
        date: 2021
       words: 13511
      flesch: 49
     summary: Thus, the multi-sited ethnographies reported in this study offer means of examining the ways in which the participants in the case studies make sense of their transitions towards becoming university students when the conditions to achieve such transformations are constituted and constrained by their connection with policy, educational activities, support services, and technologies. The page that contains information about a mentoring programme for newly arrived migrants (see Figure 3) is addressed to university students that have the opportunity, by participating in this programme, to support and guide the newly arrived students in their transition to HE.
    keywords: analysis; case; data; dataset; doi; education; inclusion; italy; participation; policy; research; students; studies; study; support; sweden; terms; transition; university; ways
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        item: #219 of 261
          id: flr-663
      author: Zhao, Fang; Gaschler, Robert; Schnotz, Wolfgang; Wagner, Inga
       title: Regulating distance to the screen while engaging in difficult tasks
        date: 2020
       words: 9686
      flesch: 53
     summary: Nevertheless, we still observed the effect of cognitive task difficulty on the distance parameters. The link between distance to the screen and processing of cognitive task can obtrusively embody reader’s cognitive states during system usage, which can support adaptive learning and testing.
    keywords: condition; control; difficulty; distance; et al; head; learning; material; processing; question; reading; screen; screen distance; task
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        item: #220 of 261
          id: flr-665
      author: van der Zanden, Petrie ; Denessen, Eddie; Cillessen, Anthonius H. N.; Meijer, Paulien C.
       title: Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement
        date: 2021
       words: 9768
      flesch: 47
     summary: Several studies have shown that autonomy support positively related to students’ academic achievement and well-being, for example, among Norwegian secondary school students (Diseth & Samdal, 2014) and university students (Ljubin-Golub, Rijavec, & Olčar, 2020). Further, it contributes to the development of dispositions among secondary school students that are highly valued in university environments such as academic efficacy and mastery goal orientation (Kenny, Walsh-Blair, Blustein, Bempechat, & Seltzer, 2010) and self-regulated learning (Sierens, Vansteenkiste, Goossens, Soenens, & Dochy, 2009).
    keywords: achievement; adjustment; autonomy; education; learning; practices; research; school; students; study; support; teachers; university; year
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        item: #221 of 261
          id: flr-669
      author: Jenert, Tobias; Brahm, Taiga
       title: The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach
        date: 2021
       words: 12184
      flesch: 46
     summary: Both self-efficacy and students’ emotions are closely linked to student motivation, which influences how students approach academic tasks. The nature and development of student motivation.
    keywords: academic; analysis; anxiety; education; efficacy; environment; learning; motivation; performance; profile; qualitative; research; self; students; studies; study; transition; university; year
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        item: #222 of 261
          id: flr-671
      author: De Clercq, Mikaël; Galand, Benoît; Hospel, Virginie ; Frenay, Mariane
       title: Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education
        date: 2021
       words: 11558
      flesch: 48
     summary: From an empirical lens, numerous studies supported the claim that academic self-efficacy is a key construct in student achievement in HE (Bruinsma, 2004; Chemers, Hu, & Garcia, 2001; Elias & MacDonald, 2007). First findings concluded that students who made an informed and thoughtful study choice attain higher academic achievement, were more satisfied with their courses, and applied more adaptive study strategies (Biémar, Philippe, & Romainville, 2003; Lens, Simons, & Dewitte, 2002).
    keywords: achievement; education; environment; factors; individual; journal; learning; level; model; performance; program; students; study; transition; university; year
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        item: #223 of 261
          id: flr-675
      author: Balloo, Kieran; Winstone, Naomi
       title: A primer on gathering and analysing multi-level quantitative evidence for differential student outcomes in higher education
        date: 2021
       words: 10693
      flesch: 46
     summary: The variables are detailed in Table 3 and include: Average grades at a module-level for two different groups of students (student background group), the year of study of the module in the programme, and a set of meso-level variables that may account for differential student outcomes (as influenced by theory) to be used as covariates. However, readers should be careful to avoid simply aggregating individual-level covariates for use with aggregated student data in order to avoid committing this fallacy.
    keywords: analysis; attainment; data; factors; gaps; group; level; model; regression; set; spss; students; variables
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        item: #224 of 261
          id: flr-68
      author: Alt, Dorit
       title: The construction and validation of a new scale for measuring features of constructivist learning environments in higher education
        date: 2014
       words: 12564
      flesch: 48
     summary: Assessment tasks that do not match student learning could lower the confidence of students for successfully performing academic tasks (Dorman et al., 2006). Understanding differences in student learning and academic achievement in first year higher education: An integral research perspective.
    keywords: activities; activity; alt; constructivist; course; education; efficacy; environments; factors; interaction; knowledge; learning; new; research; self; settings; students; study; teacher
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        item: #225 of 261
          id: flr-681
      author: Gutzwiller-Helfenfinger, Eveline ; Heinrichs, Karin
       title: The Happy Victimizer Pattern in Adulthood: State of the Art and Contrasting Approaches: Introduction to the Special Issue
        date: 2020
       words: 1721
      flesch: 39
     summary: CodePen - Introduction publication Frontline Learning Research Special Issue Vol.8 No.5 (2020) 1 - 4 ISSN 2295-3159 The Happy Victimizer Pattern in Adulthood – State of the Art and Contrasting Approaches: Introduction to the Special Issue Eveline Gutzwiller-Helfenfingea, Karin Heinrichsb aUniversity of Duisburg-Essen, Germany bUniversity of Education Upper Austria, Austria Keywords: Happy Victimizer Phenomenon; moral cognitions; moral emotions; adulthood Info corresponding author email: eveline.gutzwiller-helfenfinger@uni-due.deDOI: https://doi.org/10.14786/flr.v8i5.681 Introduction The Happy Victimizer Phenomenon (HVP) relates to the stable finding that young children attribute positive emotions like happiness to a rule transgressor despite judging the transgression as wrong (Arsenio & Kramer, 1992; Arsenio & Lover, 1995; Nunner-Winkler, 1999; 2012; Nunner-Winkler & Sodian, 1988), whereas older children attribute negative emotions like shame or guilt. Children's conceptions and displays of moral emotions.
    keywords: adulthood; children; development; emotions; victimizer
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        item: #226 of 261
          id: flr-689
      author: Nunner-Winkler, Gertrud; Sodian, Beate
       title: Moral Emotions and Moral Motivation Beyond Childhood: discussion to the special issue
        date: 2020
       words: 7983
      flesch: 46
     summary: 2.3 The Relation of Moral Emotion Attributions to Prosocial and Antisocial Behaviours If moral emotion attribution is, in fact, a valid indicator of the strength of moral motivation, then there should be a relationship between moral emotion attributions in hypothetical scenarios and real-world prosocial and antisocial behaviours. While the assessment of moral motivation in childhood was exclusively based on moral emotion attribution, an aggregate score of moral reasoning and emotion attribution was used in adolescence and adulthood.
    keywords: age; attributions; children; development; emotion; motivation; participants; pattern; situations; study; understanding; victimizer
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        item: #227 of 261
          id: flr-697
      author: Stenalt, Maria Hvid
       title: Digital student agency: Approaching agency in digital contexts from a critical perspective
        date: 2021
       words: 9397
      flesch: 46
     summary: The proposed framework suggests understanding digital student agency through five domains formed by media research and research into student agency in higher education. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency.
    keywords: agency; contexts; data; digital; education; framework; learning; media; research; self; student; student agency; technology; time
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        item: #228 of 261
          id: flr-723
      author: Sasse, Heide; Leuchter, Miriam
       title: Capturing Primary School Students’ Emotional Responses with a Sensor Wristband
        date: 2021
       words: 8983
      flesch: 53
     summary: Emotions can also be tracked by capturing emotional responses as they occur e.g. from physiological reaction measured with sensor wristbands. Therefore, we induced emotional responses in primary school children through specifically developed audio-visual stimuli.
    keywords: anger; attention; children; curiosity; data; emotional; emotions; fear; joy; learning; passivity; responses; stimuli; stimulus; students; wristband
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        item: #229 of 261
          id: flr-73
      author: Gebhardt, Markus; Zehner, Fabian; Hessels, Marco G. P.
       title: Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study covering Fifth to Ninth Grade
        date: 2014
       words: 6680
      flesch: 60
     summary: The test items can be used without creating floor and ceiling effects among fifth to ninth grade students with SEN-L. Seventh grade students with SEN-L in special schools did not accomplish the requirements of fifth grade students in a general-education secondary school (Hauptschule; Wocken, 2000).
    keywords: der; gebhardt; grade; items; school; sen; skills; students; subtests; und
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        item: #230 of 261
          id: flr-733
      author: Dohn, Nina Bonderup
       title: Conceptualizing knowledge transfer as transformation and attunement
        date: 2021
       words: 11407
      flesch: 48
     summary: Keywords: situative approach; knowledge transfer; knowledge transformation; attunement to situational characteristics; learning design Bonderup Dohn 14 | FLR 1. DOI: https://doi.org/10.14786/flr.v9i3.733 Conceptualizing knowledge transfer as transformation and attunement Nina Bonderup Dohn1 1Department of Design and Communication, University of Southern Denmark, Denmark Article received 16 October 2020 /
    keywords: activity; characteristics; contexts; dohn; example; knowledge; learning; level; new; perspective; research; school; situation; students; transfer
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        item: #231 of 261
          id: flr-74
      author: Schneider, Michael; Edelsbrunner, Peter
       title: Modelling for Prediction vs. Modelling for Understanding
        date: 2013
       words: 1600
      flesch: 39
     summary: Researchers can compare competing theories and advance assumptions that are not in line with the empirical data by fitting a series of statistical models that differ in theoretically relevant aspects (Kaplan, 1990). To interpret their results, Musso and colleagues list an importance parameter for each predictor but these parameters do not explain interaction effects or non-linear relations among the variables.
    keywords: anns; modelling; models; networks; variables
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        item: #232 of 261
          id: flr-751
      author: Jiang, Juming; Kusamoto, Misaki; Tanaka, Ayumi
       title: Moderating Effects of Individual Differences in Causality Orientation on Relationships between Reward, Choice, and Intrinsic Motivation
        date: 2021
       words: 9729
      flesch: 51
     summary: It is possible that individuals with high autonomy orientation view choice as a chance to demonstrate their competence, leading to higher intrinsic motivation, whereas people with high controlled orientation are more likely to experience ego depletion when facing choice, leading to a decrease of intrinsic motivation towards activities. Based on previous results and theoretical assumptions, we hypothesized that for people with high autonomy orientation, the provision of monetary reward will increase their perceived competence and lead to higher intrinsic motivation.
    keywords: autonomy orientation; causality orientation; choice; competence; effect; interaction; motivation; orientation; participants; people; puzzles; reward; task; time
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        item: #233 of 261
          id: flr-777
      author: Koutsianou, Athina; Emvalotis, Anastassios
       title: Unravelling the interplay of primary school teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science
        date: 2021
       words: 23903
      flesch: 54
     summary: Accepted 16 September / Available online 21 October Abstract Inquiry-based learning remains both an important goal and challenge for primary school teachers within and across different subjects, such as history and science. By addressing primary school teachers, for the first time, as both learners who deal with controversial topics and teachers who have significant teaching experience, this study aims to unravel the interplay between teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science.
    keywords: beliefs; conceptions; doi; education; history; ibl; inquiry; kapodistrias; knowledge; learning; participants; research; school; school teachers; science; science education; students; study; teachers; teaching; topic
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        item: #234 of 261
          id: flr-781
      author: Wolgast, Anett; Barnes-Holmes, Yvonne
       title: Flexible social perspective taking in higher education and the role of contextual cues
        date: 2022
       words: 15361
      flesch: 55
     summary: The results showed faster responding on flexible spatial and temporal social perspective taking tasks, involving a fictional college course in “English” rather than “statistics” (Study 1). Thus, possible effects of their diverse subject combinations on flexible spatial and temporal social perspective taking with regard to different subjects might be hardly psychometrically controlled.
    keywords: die; dort; et al; gestern; gestern heute; heute; heute wäre; hier; holmes; ich; perspective; perspective taking; spatial; statistics; students; study; taking; tasks; und; wolgast; wäre; wäre und
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        item: #235 of 261
          id: flr-783
      author: De Clercq, Mikaël; Jansen, Ellen; Brahm, Taiga; Bosse, Elke
       title: From Micro to Macro: Widening the Investigation of Diversity in the Tran-sition to Higher Education
        date: 2021
       words: 4139
      flesch: 46
     summary: Understanding student transition to university. Navigating change: a typology of student transition in higher education.
    keywords: analysis; diversity; education; learning; level; research; students; study; transition
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        item: #236 of 261
          id: flr-785
      author: van der Meer, Jacques
       title: Discussion to the special issue: Supporting the transition of a diversity of students: Developing the “whole student” during and beyond their time at higher education.
        date: 2021
       words: 5420
      flesch: 44
     summary: Considering the universal increase of mental health issues of higher education students over the last decade or so, the major current and future challenging contexts for the younger generations, and the rapidly changing work environment, this is of enhanced importance. This may be of interest and relevant for the particular questions raised in this special issue as focusing on student diversity in educational contexts has been considered important for some time in this country.
    keywords: diversity; education; learning; research; students; transition; year
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        item: #237 of 261
          id: flr-79
      author: Gabelica, Catherine; Van den Bossche, Piet; Segers, Mien; Gijselaers, Wim
       title: Dynamics of Team Reflexivity after Feedback
        date: 2014
       words: 15420
      flesch: 50
     summary: Moreover, these sequences were very scarce during transition (i.e., interrupts during which team performance feedback was delivered). Keypoints There is a lack of evidence in team and collaborative learning research on the role of team reflexivity when team performance feedback is provided.
    keywords: action; behaviours; feedback; gabelica; group; learning; mission; performance; performance feedback; process; reflection; reflexivity; research; task; team; team performance; team reflexivity; time
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        item: #238 of 261
          id: flr-80
      author: Jones, Sian Emily; Manstead, Antony S.R.; Livingstone, Andrew G
       title: Bullying and Belonging: Teachers’ Reports of School Aggression
        date: 2014
       words: 7206
      flesch: 57
     summary: Although it does not allow us to make conclusive statements regarding the broader picture of group bullying, for example concerning how commonly bullying episodes involve the group, or the specific characteristics of those children who are involved in group bullying, it does permit exploration of the content of bullying episodes. We sought to examine teachers‟ accounts of school bullying, with a particular focus on the way in which bullying involving more than two children was described.
    keywords: bullying; children; group; identity; jones; research; school; teachers; years
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        item: #239 of 261
          id: flr-83
      author: Wegner, Elisabeth; Anders, Nora; Nückles, Matthias
       title: Student teachers’ perception of dilemmatic demands and the relation to epistemological beliefs
        date: 2014
       words: 8782
      flesch: 47
     summary: We assessed student teachers’ Therefore, we examined in our study (1) how teacher students perceive the demands in teaching in general and how they judge specific dilemmatic teaching situations, (2) how the general perception of demands relates to judgment of specific situations, and (3) which role epistemological beliefs in general and in regards to pedagogy play in the perception of demands in teaching and the judgment of specific teaching situations.
    keywords: beliefs; decision; demands; dilemmas; general; judgment; knowledge; perception; situations; students; teachers; teaching; teaching situations; wegner
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        item: #240 of 261
          id: flr-831
      author: Glastra, Folke J.; de Brabander, Cornelis J.
       title: Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?
        date: 2021
       words: 16925
      flesch: 55
     summary: First, the allocation of responsibility for choice and organisation of teacher PD emerges as an important factor explaining teacher motivations for engaging in and implementing PD. Little (1993) has pointed out that teacher PD appears as a patchwork of learning activities, predominantly involving teacher training in the form of short-term, packaged programmes, amounting to a fragmented curriculum (cf.
    keywords: age; autonomy; board; brabander; cognitive; context; decision; development; educational; experience; glastra; individual; learning; motivation; research; school; students; teacher pd; teachers; teaching; team; valences
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        item: #241 of 261
          id: flr-84
      author: De Naeghel, Jessie; Van Keer, Hilde; Vanderlinde, Ruben
       title: Strategies for promoting autonomous reading motivation: A multiple case study research in primary education
        date: 2014
       words: 11339
      flesch: 52
     summary: In this respect, studying teachers excellent in promoting autonomous reading motivation can reveal critical strategies to promote reading motivation in education. Promoting reading motivation in the classroom The SDT formulates general guidelines to facilitate autonomous motivation (Ryan & Deci, 2000).
    keywords: autonomy; classroom; element; interview; motivation; mrs; reading; reading motivation; research; school; students; support; teachers; teaching
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        item: #242 of 261
          id: flr-85
      author: Rehm, Martin; Gijselaers, Wim; Segers, Mien
       title: Effects of Hierarchical Levels on Social Network Structures within Communities of Learning
        date: 2014
       words: 9327
      flesch: 47
     summary: Consequently, they tend to limit their interaction with colleagues from higher hierarchical levels. Moreover, our evidence also supported the supposition that over the duration of the CoL, participants from higher hierarchical levels were more likely to actively contact other CoL members, than lower level management (H2).
    keywords: analysis; col; colleagues; degree; doi; knowledge; learning; level; management; network; online; participants; research; results; training
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        item: #243 of 261
          id: flr-851
      author: Jones, Cheryl; Volet, Simone; Pino-Pasternak, Deborah; Heinimäki, Olli-Pekka
       title: Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes
        date: 2022
       words: 14275
      flesch: 44
     summary: This is important for students and educators to be aware of since group tasks often involve some activity dispersion. Barsade’s (2002) experimental study with university students then showed a contagion effect of affect as dynamically evolving in group interactions, in which a confederate enacted Bartel and Saavedra’s (2000) behavioural indicators.
    keywords: affect; behaviours; dynamics; group; group b; group dynamics; groupwork; interactions; learning; participants; research; social; study; talk; task; task interactions; time
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        item: #244 of 261
          id: flr-863
      author: Rogat, Toni Kempler; Hmelo-Silver, Cindy E.; Cheng, Britte Haugan; Traynor, Anne; Adeoye, Temitope F.; Gomoll, Andrea; Downing, Brenda K
       title: A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement 
        date: 2022
       words: 10209
      flesch: 37
     summary: Although there is still work to done, this research demonstrates the importance of considering group disciplinary engagement as a complex and multidimensional phenomenon. Results illustrate the synergistic interrelations among engagement dimensions that together constitute group disciplinary engagement.
    keywords: activity; collaborative; dimensions; engagement; engagement dimensions; group; group engagement; high; learning; quality; ratings; research; rogat; rubric; task
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        item: #245 of 261
          id: flr-87
      author: Andiliou, Andria; Murphy, Pricilla Karen
       title: Creative Solutions and their Evaluation: Comparing the Effects of Explanation and Argumentation Tasks on Student Reflections
        date: 2014
       words: 12316
      flesch: 40
     summary: The purpose of this investigation was to examine creative problem solving performance in undergraduate students and determine the tasks that support critical self- evaluations of creative solutions by comparing alternative types of reflective tasks. 1.3 Purpose of the Study The purpose of the study was to examine creative problem solving performance in undergraduate students and compare how alternative tasks (e.g., explanation or argumentation) support reflective self- evaluations of creative solutions.
    keywords: argumentation; beliefs; college; course; creativity; effectiveness; knowledge; learning; originality; participants; problem; research; self; solution; solving; students; study; task; thinking
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        item: #246 of 261
          id: flr-881
      author: Knoop-van Campen, Carolien A. N.; Kok, Ellen; van Doornik, Roos; de Vries, Pam; Immink, Marleen; Jarodzka, Halszka; van Gog, Tamara
       title: How teachers interpret displays of students’ gaze in reading comprehension assignments
        date: 2021
       words: 11863
      flesch: 58
     summary: Gaze displays are currently not used in secondary education, so teachers do not have any experience in the use of gaze displays. Promises and pitfalls Code Explanation Scores Usefulness Answer to the question: “Do you feel that gaze display of your students would help you as a teacher to have a deeper, better, or other insight into the reading behavior of your students?” Negative: Explicit ‘no’ or if only pitfalls are mentioned Moderately positive: Explicit ‘maybe’ or if both pitfalls and promises are mentioned Positive: Explicit ‘yes’, or if only promises are mentioned Use Answer to the question: “Would you use gaze displays of your students (in the future)
    keywords: campen; displays; et al; eye; gaze displays; information; knoop; learning; reading; strategy; students; teachers; use; van
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        item: #247 of 261
          id: flr-885
      author: Schmidt, Susanne; Zlatkin-Troitschanskaia, Olga; Shavelson, Richard J.
       title: Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics
        date: 2023
       words: 8689
      flesch: 39
     summary: 42 | F L R The aim of this study, then, is to explore if we can isolate, conceptually, quantitative reasoning items on the TUCE and EGEL and bring item-response data to bear on the claim that the subset of items actually measure quantitative reasoning. To ascertain whether students are developing quantitative reasoning, validly assessing its development over the course of their studies is required.
    keywords: assessment; business; domain; economics; education; items; knowledge; reasoning; research; scores; students; study; test
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        item: #248 of 261
          id: flr-89
      author: Pataraia, Nino; Falconer, Isobel; Margaryan, Anoush; Littlejohn, Allison; Fincher, Sally
       title: ‘Who do you talk to about your teaching?’: networking activities among university teachers
        date: 2014
       words: 7164
      flesch: 40
     summary: We conclude that academics’ personal teaching networks are mainly discipline-specific and strongly localised. However, since some academics maintained weak ties, such contacts could represent a source of radically novel teaching ideas, bringing complementary knowledge to personal teaching networks (Granovetter, 1973).
    keywords: academics‟; colleagues; contact; conversations; interactions; learning; networking; networks; new; professional; research; study; teaching; ties
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        item: #249 of 261
          id: flr-899
      author: Gijbels, David; Esterhazy, Rachelle
       title: Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion
        date: 2021
       words: 3568
      flesch: 42
     summary: Also drawing on student survey data, De Clercq et al. (2021) use multilevel analyses to investigate to what extent variation in first year students’ achievement can be explained by multifactorial models that include individual background and psychosocial variables as well as factors at the study program level. CodePen - Gijbels discussion Frontline Learning Research Vol.9 No.2 (2021) 179 - 185 ISSN 2295-3159 Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion David Gijbels1 & Rachelle Esterhazy2 1University of Antwerp, Belgium 2University of Oslo, Norway Abstract This discussion addresses the methodological approaches used in the special issue on student transitions and diversity.
    keywords: data; diversity; education; students; transition
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        item: #250 of 261
          id: flr-90
      author: Hytönen, Kaisa; Palonen, Tuire; Hakkarainen, Kai
       title: Cognitively central actors and their personal networks in an energy efficiency training program
        date: 2014
       words: 11523
      flesch: 43
     summary: A20 herself assessed that her open attitude towards sharing all types of energy efficiency knowledge was the most important reason for her cognitively central position. However, to benefit from personal professional learning networks, workers must have cultivated networking competencies in terms of having the capability of finding and creating Hytönen et al.
    keywords: actors; advice; alters; central; course; efficiency; energy; energy efficiency; expertise; knowledge; level; networking; networks; participants; sector; training
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        item: #251 of 261
          id: flr-901
      author: Li, Shan; Zheng, Juan; Lajoie, Susanne P.
       title: The Frequency of Emotions and Emotion Variability in Self-regulated Learning: What Matters to Task Performance?
        date: 2021
       words: 7788
      flesch: 45
     summary: 3.5 Data Analysis To address our research questions, we applied the assessment method of Averaging over Orderings proposed by Lindeman, Merenda, and Gold (LMG) (Lideman, Merenda, & Gold, 1980) to compare the relative importance of the six predictive variables (i.e., emotion frequency – forethought, emotion frequency – performance, emotion frequency – reflection, emotion variability – forethought, emotion variability – performance, emotion variability – reflection) in predicting diagnostic performance. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students’ performance.
    keywords: emotion; emotion variability; forethought; frequency; lajoie; learning; performance; phase; reflection; research; self; srl; students; study
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        item: #252 of 261
          id: flr-911
      author: Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Rickenbacher, Ariane; Wullschleger, Andrea
       title: Preconditions of teachers’ collaborative practice: New insights based on time-sampling data
        date: 2022
       words: 11624
      flesch: 46
     summary: Parts of the differences between school activities could be attributed to school factors, the school’s performance level and size and type of school. Keywords: teacher collaboration; time-sampling method; online practice log Maag Merki et al. 2 | F L R 1. Introduction Collaborative activities in schools are teachers’ activities that are performed with other teachers and professionals.
    keywords: activities; collaborative; day; et al; learning; practice; professional; research; school; specific; subject; tasks; teachers; teaching; time; week
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        item: #253 of 261
          id: flr-92
      author: Vaessen, Matthieu; Van Den Beemt, Antoine; De Laat, Maarten
       title: Networked professional learning: relating the formal and the informal
        date: 2014
       words: 8535
      flesch: 45
     summary: Our key questions are: what are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? Research question In this paper we research the mechanisms underlying networked professional learning in order to increase our understanding of how to optimally align networked learning in the school organisation.
    keywords: autonomy; development; doi; education; formal; leadership; learning; management; mechanisms; networks; organisation; professional; school; teachers
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        item: #254 of 261
          id: flr-949
      author: Turkkila, Miikka; Lavonen, Jari; Salmela-Aro, Katariina; Juuti, Kalle
       title: New Materialist Network Approaches in Science Education: A Method to Construct Network Data from Video
        date: 2022
       words: 9425
      flesch: 49
     summary: The growing use and interest of network analyses in science education research led us to explore how network analysis could be applied in authentic classroom learning where the role of materials, such as laboratory equipment, is acknowledged. Constructing material network data from video Typically, in video-based research, video file or recording itself is not considered as data but is instead a source of data.
    keywords: analysis; computer; data; education; example; information; learning; material; network; nodes; research; science; students; video
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        item: #255 of 261
          id: flr-951
      author: van den Wijngaard, Oscar; Beausaert, Simon; Gijselaers, Wim; Segers, Mien
       title: New perspectives on civic engagement as outcome of higher education: an exploratory case study
        date: 2024
       words: 9423
      flesch: 49
     summary: This study focused on the long-term effects of six High Impact Practices (HIP) on civic engagement and suggests a causal relationship between participation in four of them (mentoring, research with a faculty member, internships, and community-based activities) and higher civic engagement in adult life, with a more substantial effect in students entering college with lower civic orientations (Myers et al., 2019). We show that an analysis of profiles of higher education students shows a more complex and nuanced picture of how their civic engagement evolves than when analysing the relation between education and the evolution of civic engagement on a group level.
    keywords: agency; change; constituents; education; engagement; et al; interest; research; students; study; university; variables
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        item: #256 of 261
          id: flr-955
      author: Nyberg, Kristin; Koerber, Susanne ; Osterhaus, Christopher 
       title: Self-effective scientific reasoning? Differences between elementary and secondary school students
        date: 2022
       words: 9051
      flesch: 52
     summary: Self efficacy: The exercise of control. In J. E. Maddux (Ed.), Self efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303).
    keywords: academic; cluster; efficacy; grade; osterhaus; performance; reasoning; school; self; specific; students; task
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        item: #257 of 261
          id: flr-96
      author: Fischer, Frank; Kollar, Ingo; Ufer, Stefan; Sodian, Beate; Hussmann, Heinrich; Pekrun, Reinhard; Neuhaus, Birgit; Dorner, Birgit; Pankofer, Sabine; Fischer, Martin; Strijbos, Jan-Willem; Heene, Moritz; Eberle, Julia
       title: Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education
        date: 2014
       words: 11274
      flesch: 43
     summary: In many learning situations, scientific reasoning activities and the outcomes of these activities are judged for their achievement quality. That way, this epistemic mode will help support student learning of the scientific knowledge of a domain, how it is created, and how students themselves can contribute to knowledge creation by engaging in scientific research.
    keywords: activities; argumentation; doi; education; emotions; evidence; fischer; knowledge; learning; problem; reasoning; research; science; sra; students
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        item: #258 of 261
          id: flr-965
      author: Maatta, Olli; McIntyre, Nora; Palomäki, Jussi ; Hannula, Markku S.; Scheinin, Patrik; Ihantola, Petri
       title: Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving
        date: 2021
       words: 12009
      flesch: 48
     summary: Student teachers’ and experienced teachers’ professional vision of students’ understanding of the rational number concept. Hence, we suggest two previously not detected gaze types: contextualizing gaze for task readiness and collaborative gaze for task focus to contribute to the present discussion on teacher gaze.
    keywords: attention; behaviour; classroom; collaborative; et al; eye; gaze; instructions; lesson; problem; research; solving; students; targets; task; teacher; teacher gaze
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        item: #259 of 261
          id: flr-98
      author: Zhao, Fang; Schnotz, Wolfgang; Wagner, Inga; Gaschler, Robert
       title: Eye Tracking Indicators of Reading Approaches in Text-Picture Comprehension
        date: 2014
       words: 8674
      flesch: 58
     summary: We hypothesized that text processing differs fundamentally from picture processing with the initial coherence-formation strategy and with the consecutive task-oriented strategy. In conclusion, returning to the hypotheses posed at the beginning of this study, it is now possible to state that text processing differs fundamentally from picture processing and that this difference is moderated by different reading strategies.
    keywords: coherence; eye; fixation; formation; formation strategy; model; participants; picture; processing; question; strategy; task; text
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        item: #260 of 261
          id: flr-983
      author: Soini, Tiina; Pietarinen, Janne; Ulmanen, Sanna; Anttila, Henrika; Pyhältö, Kirsi
       title: Primary and lower secondary students’ learning agency and social support
        date: 2023
       words: 13152
      flesch: 55
     summary: Results show that learning agency consists of interdependent elements of motivation to learn, self-efficacy beliefs about learning and strategies for learning in meaning making, problem solving and scaffolding in studying. Cultivating learning agency of students can be considered as a focal task of school in making sure that all children have the opportunity to build learning agency.
    keywords: agency; educational; et al; girls; graders; learning; making; meaning; peer; problem; scaffolding; school; school students; seeking; sense; ses; soini; solving; students; support; teacher
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        item: #261 of 261
          id: flr-99
      author: Helker, Kerstin; Wosnitza, Marold
       title: Responsibility in the School Context - Development and Validation of a Heuristic Framework
        date: 2014
       words: 13748
      flesch: 45
     summary: Teacher Responsibility Scale K. Helker & M. Wosnitza 123 | F L R (2) online survey with students about student responsibility, including a newly-developed Student Responsibility Scale along the lines of Lauermann & Karabenick (2013) (3) online survey with parents about teacher responsibility, including Lauermann & Karabenick‟s (2013) Teacher Responsibility Scale (4) pen and paper survey with parents of one local school (highest educational track) on shared and individual responsibility of teachers, students and parents (5) pen and paper survey of teachers of the highest educational track on shared and individual responsibility of teachers, students and parents (6) pen and paper survey of teachers of all educational tracks on shared and individual responsibility of teachers, students and parents (7) pen and paper survey of students of the highest educational track on shared and individual responsibility of teachers, students and parents. Some of the questionnaires contained three questions about all three agents, some of the studies only focused on student responsibility and thus only asked participants to characterize responsible students‟ behavior.
    keywords: categories; child; context; data; framework; interactions; learning; microsystems; parents; responsibility; school; specific; statements; students; teacher responsibility; teachers
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