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Toomey, Natalie; Heo, Misook – Instructional Science: An International Journal of the Learning Sciences, 2019
The goal of this study was to investigate cognitive style (the visualizer-verbalizer dimension) and cognitive ability (spatial and verbal abilities) in terms of corresponding resource use behavior. The study further examined the potential link between cognitive style and cognitive ability based on observable behavior. A total of 67 university…
Descriptors: Cognitive Ability, Cognitive Style, Spatial Ability, Verbal Ability
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Kobayashi, Keiichi – Instructional Science: An International Journal of the Learning Sciences, 2014
This study investigated students' spontaneous use of source information for the resolution of conflicts between texts. One-hundred fifty-four undergraduate students read two conflicting explanations concerning the relationship between blood type and personality under two conditions: either one explanation with a higher credibility source and…
Descriptors: Undergraduate Students, Conflict, Credibility, Science Instruction
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Zumbrunn, Sharon; McKim, Courtney; Buhs, Eric; Hawley, Leslie R. – Instructional Science: An International Journal of the Learning Sciences, 2014
This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the…
Descriptors: Mixed Methods Research, Student Attitudes, Learning Motivation, Learner Engagement
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Sinatra, Gale M.; Kardash, CarolAnne M.; Taasoobshirazi, Gita; Lombardi, Doug – Instructional Science: An International Journal of the Learning Sciences, 2012
This study examined the relationship among cognitive and motivational variables impacting college students' willingness to take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were asked to read a persuasive text about human-induced climate change and were pre- and post-tested on…
Descriptors: College Students, Persuasive Discourse, Attitude Change, Climate
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Walker, Rebecca; Spronken-Smith, Rachel; Bond, Carol; McDonald, Fiona; Reynolds, John; McMartin, Anna – Instructional Science: An International Journal of the Learning Sciences, 2010
This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the impact of a curriculum change on students' approaches to learning in two large courses in a health sciences first year programme. The two new Human Body Systems (HUBS) courses were designed to encourage students to take a…
Descriptors: Curriculum Development, Student Attitudes, Program Effectiveness, Human Body
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Gijbels, David; Segers, Mien; Struyf, Elke – Instructional Science: An International Journal of the Learning Sciences, 2008
Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions are central in the present paper: (1) Do students who participate in a constructivist learning environment change their perception of assessment demands…
Descriptors: Constructivism (Learning), Student Attitudes, Learning Strategies, Questionnaires
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Winberg, T. Mikael; Hedman, Leif – Instructional Science: An International Journal of the Learning Sciences, 2008
Attitudes toward learning (ATL) have been shown to influence students' learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students' prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base…
Descriptors: Pretests Posttests, Student Attitudes, Prior Learning, Computer Simulation