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Hyytinen, Heidi; Toom, Auli – British Journal of Educational Psychology, 2019
Background: Performance assessment development is a three-phase process of (1) defining the construct of what is to be measured, (2) constructing the test items, task, and scoring criteria, and (3) collecting empirical evidence on extent to which they tap into the intended construct. Aims: In the light of the three-phase process, this pilot study…
Descriptors: Performance Based Assessment, Foreign Countries, Higher Education, Test Construction
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Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank; Schoor, Cornelia; Mahlow, Nina; Artelt, Cordula – British Journal of Educational Psychology, 2019
Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be…
Descriptors: Computer Assisted Testing, Test Interpretation, Foreign Countries, College Students
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Fryer, Luke K.; Vermunt, Jan D. – British Journal of Educational Psychology, 2018
Background: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to…
Descriptors: Learning Strategies, Longitudinal Studies, Foreign Countries, Student Surveys
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Winne, Philip H. – British Journal of Educational Psychology, 2018
Background: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally…
Descriptors: Epistemology, Information Processing, Cognitive Processes, Independent Study
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Deekens, Victor M.; Greene, Jeffrey A.; Lobczowski, Nikki G. – British Journal of Educational Psychology, 2018
Background: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning…
Descriptors: Independent Study, Learning Strategies, Electronic Learning, Computer Assisted Instruction
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Parkinson, Meghan M.; Dinsmore, Daniel L. – British Journal of Educational Psychology, 2018
Background: While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of…
Descriptors: High School Students, Reading Processes, Reading Strategies, Outcomes of Education
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Scheiter, Katharina; Schubert, Carina; Schüler, Anne – British Journal of Educational Psychology, 2018
Background: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school…
Descriptors: Metacognition, Eye Movements, Multimedia Instruction, Elementary School Students
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Dinsmore, Daniel L.; Zoellner, Brian P. – British Journal of Educational Psychology, 2018
Background: This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior…
Descriptors: Metacognition, Cognitive Processes, Undergraduate Students, Prior Learning
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Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet – British Journal of Educational Psychology, 2018
Background: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.…
Descriptors: Learning Strategies, Eye Movements, Measurement Techniques, Interviews
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Alexander, Patricia A. – British Journal of Educational Psychology, 2018
Purpose: The primary goal of this commentary was to consider the future directions that researchers dealing with levels and regulation of strategies and with approaches to learning may wish to pursue in the years to come. Procedure: In order to accomplish this goal, the first step was to look for any common ground shared by authors contributing to…
Descriptors: Futures (of Society), Learning Strategies, Cognitive Style, Educational Research
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Coertjens, Liesje – British Journal of Educational Psychology, 2018
Aim: The main aim of this commentary was to connect the insights from the contributions of the special issue on the intersection between depth and the regulation of strategy use. The seven contributions in this special issue stem from three perspectives: self-regulated learning (SRL), model of domain learning (MDL), or the student approaches to…
Descriptors: Cognitive Processes, Metacognition, Learning Strategies, Independent Study
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Leith, Georgia; Yuill, Nicola; Pike, Alison – British Journal of Educational Psychology, 2018
Background: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims: This study…
Descriptors: Metacognition, Scaffolding (Teaching Technique), Mothers, Parent Child Relationship
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Sorariutta, Anne; Silvén, Maarit – British Journal of Educational Psychology, 2018
Background: Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children's cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences. Aims: To examine the similarity of each parent's cognitive guidance and contribution to children's…
Descriptors: Longitudinal Studies, Parent Influence, Parents, Cognitive Development
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Moè, Angelica; Katz, Idit; Alesi, Marianna – British Journal of Educational Psychology, 2018
Background and aims: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. Samples and results: The results of Study…
Descriptors: Scaffolding (Teaching Technique), Parent Participation, Motivation, Parent Child Relationship
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Hughes, Claire; White, Naomi; Foley, Sarah; Devine, Rory T. – British Journal of Educational Psychology, 2018
Background: Traditional measures of school readiness are labour-intensive and do not assess family support. Aims: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school…
Descriptors: Family Involvement, School Readiness, Longitudinal Studies, Questionnaires
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