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Instructional and Learner Factors That Affect Student Outcomes
Sun, April 6, 4:05 to 5:35pm, Convention Center, Floor: 200 Level, Hall ESession Type: Poster Session
Abstract
The ultimate goal of research on cognition and student learning is to inform educational practice. This endeavor involves understanding how instructional practices and aspects of the learner affect student outcomes. This poster session consists of papers that describe studies that explore how student and instructional factors affect a variety of student outcomes.
Sub Unit
Papers
16. Direct Instruction of Discovery - Audrey Kittredge; David Klahr, Carnegie Mellon University; Anna Fisher, Carnegie Mellon University
17. Comparing Efficiency Between Correct and Incorrect Worked Examples - Steven K Peterson, School District of Haverford Township; Julie L. Booth, Temple University
18. Training Effects on Children’s Spatial Abilities as Related to Age and Sex - Billie Eilam, University of Haifa; Uri Alon
19. Gender-Differentiated Student-Teacher Interaction in European Classrooms: A Systematic Review of Literature - Els Fabiola Consuegra, Vrije Universiteit Brussel; Nadine S.L. Engels, Vrije Universiteit Brussel
20. Instruction Increases Diagrammatic Reasoning Through Behavioral Engagement - Brian William Miller, Towson University; Jonathan Ross Hart, Flemington-Raritan School District; Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Nora Newcombe, Temple University
21. The Effects of Cognitive Training on the Skill and Will to Study in College Students - Dharma Jairam, The Pennsylvania State University
22. Procrastination and Delay: Exploring Differences in Intentional and Unintentional Delays - Chad C. Mortensen, Midlands Technical College; Raymond B. Miller, University of Oklahoma
23. Developing and Utilizing Teachers’ TARGETS Self-Report Survey - Dana Vedder-Weiss, Ben Gurion University of the Negev
24. Does Experience Affect Perceptions of Interest and Relevance When Reading a Narrative Classroom Case? - Sara A. Abercrombie, Northern Arizona University; Ellen Lambert, Bowling Green State University
25. Teachers’ Emotions, Emotion Regulation, and Classroom Management Efficacy - Mikyoung Lee, University of Munich; Paul A. Schutz, The University of Texas - San Antonio; Jamie Taxer, Ludwig-Maximilians-Universität München; Reinhard Pekrun, University of Essex; Elisabeth Meier, University of Munich; Xiyao Xie, University of Munich
26. Goal Complexes: Approaching the Task to Develop Rather Than Demonstrate Ability - Flaviu A. Hodis, Victoria University of Wellington; Carolyn Tait, Victoria University Wellington; Georgeta M Hodis, Massey University; Monica Alexandra Hodis, St. John Fisher College; Eusebio Scornavacca, Victoria University of Wellington
27. The Expectancy for Academic Success Scale for College Students - Fan Wu, University of Houston; Weihua Fan, University of Houston; Richard Olenchak, University of Houston
28. An Intervention to Increase Growth Mind-Set Among Preservice Teachers - David A. Bergin, University of Missouri; Yaoran Li, ACT, Inc.; John Taylor; Mary Elizabeth Maher, University of Missouri - Columbia; Xintong Li, University of Missouri - Columbia
29. Language Development and Conduct Problems: Social Context in Classroom Matters - Myrthe Haster, VU University Amsterdam; Ron Oostdam, University of Amsterdam; Pol A. C. Lier, VU University Amsterdam