In Event: Thursday Poster Session 2:30 pm

Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

1. Adaptive Testing—Blessing or Curse? Physiological and Subjective Stress Responses to Adaptive Versus Fixed-Item Tests (Poster 1) - Miriam Wünsch, University of Munich; Luning Sun, University of Cambridge; Anne C. Frenzel, University of Munich

2. A Holistic Characterization of Self-Regulated Learning Based on Learning Process Mining Techniques (Poster 2) - Honghuan Lu, East China Normal University; Jing Leng, East China Normal University

3. A Meta-Analysis to Examine the Effect of Refutational Instruction on Misconceptions (Poster 3) - Blessing Akinrotimi, Washington State University; Onur Ramazan, Chinese University of Hong Kong; Gan Jin, Washington State University; Robert W. Danielson, Washington State University - Spokane; Olusola Olalekan Adesope, Washington State University; Gale M. Sinatra, University of Southern California; Erika A. Patall, University of Southern California; Neil G. Jacobson, Lumen Technologies

4. Can Learning Objectives Harness the Power of the Pretesting Effect? (Poster 4) - Stephany Duany Rea, University of Texas at Austin; Veronica X. Yan, University of Texas at Austin; Faria Sana, Athabasca University

5. Emotional Self-Regulation During Science Reading (Poster 5) - Brian W. Miller, Towson University; Jared J McGinley, Towson University; Blaire J Weidler, Towson University

6. University Students’ Motivational Profiles Concerning Computer-Supported Learning With Learning Gains, Engagement, and EEG-Based Attention (Poster 6) - Chiung-Fang Chang, Tamkang University; Jerry Chih-Yuan Sun, National Yang Ming Chiao Tung University

7. What Features of Assessments Do Higher Education Students Find Most Engaging? (Poster 7) - Kathleen M. Quinlan, University of Kent; Guadalupe Sellei, University of Kent; Wissia Fiorucci, University of Kent

8. Using Simulations to Ground Statistical Inference in Perception and Action (Poster 8) - Sebahat Gok, Northwestern University; Robert Goldstone, Indiana University

9. Multimedia Materials Are More Effective in Feedback Than in Main Instruction (Poster 9) - Sebahat Gok, Northwestern University; Tongyao Zhang, Indiana University; Robert Goldstone, Indiana University; Emily R. Fyfe, Indiana University

10. The Impact of Instructional Visualizations on Students’ Drawings During Mathematical Problem Solving (Poster 10) - Tongyao Zhang, Indiana University; Sebahat Gok, Northwestern University; Emily R. Fyfe, Indiana University; Robert Goldstone, Indiana University

11. Why Don’t Students Do Homework? An Expectancy-Value Perspective (Poster 11) - Xinyu Liu, Florida State University; Emily Quinn Rosenzweig, Teachers College, Columbia University

12. Wikipedia Knowledge, Algorithm Awareness, and Reading Comprehension Influence Undergraduates’ Preference and Use of Lateral Reading (Poster 12) - Patricia J. Brooks, Graduate Center - CUNY; Arshia K. Lodhi, Graduate Center - CUNY; C. Donnan Gravelle, Graduate Center - CUNY; Jessica E. Brodsky, Graduate Center - CUNY; Maryam J. Syed, College of Staten Island - CUNY; Donna Scimeca, College of Staten Island - CUNY

13. Testing the CONIC Model: How Conscientiousness and Interest Predict Academic Effort in the Learning Lab (Poster 13) - Laura Fink, University of Passau; Detlef Urhahne, University of Passau

14. The Development of High School Students’ Spatial Thinking: Spatial Education and Individual Differences (Poster 14) - Emily Grossnickle Peterson, American University; Bob Kolvoord, James Madison University; David H. Uttal, Northwestern University; Adam Green