In Event: AERA Poster Session Friday 1:45 pm

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

Educating for Meta-Reasoning: An Instructional Intervention to Support Adaptive Cognition - Gabe Avakian Orona, Boston College

Essay Writing Process and Quality in Word vs. ChatGPT Argumentative Writing - Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Martin Lehrer, University of Illinois at Urbana-Champaign; Timothy Thieme, Parkland College; Matt Gadbury, University of Illinois at Urbana-Champaign; Pooja Roy, University of Houston

Promoting Categorization of Statistics Word Problems Through Practice with Feedback and Examples - Michael Osfeld, University of California - Santa Barbara; Richard E. Mayer, University of California - Santa Barbara

Prompt Characteristics and Student Essay Scores in a ChatGPT Writing Task - Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Matt Gadbury, University of Illinois at Urbana-Champaign; Pooja Roy, University of Houston

Sequencing Problem-Solving and Worked Examples: Effects on Performance, Cognitive Load and Judgments of Learning - Ines Zeitlhofer, Paris Lodron University Salzburg

The Effects of Learner Choice and Concept Map Formats on Chemistry Outcomes - Oluwafemi J. Sunday, Washington State University; Oluwafemi J Ajeigbe, Texas A&M University; Chloe G. Dydasco, Washington State University

When Failure Prevails: Benefits of Exploration on Learning and Metacognition - Ryan James Patrick, University of Georgia; Marci S. DeCaro, University of Louisville

A Three-Level Meta-Analysis on the Effect of Learner-Generated Summarizing on Engagement and Learning Outcomes - Lijia Lin, University of Macau

Does Structure-Guided Highlighting Improve Learning from Expository Text? An Eye-Tracking Study with 7th Grade Students - Hector R. Ponce, University of Santiago of Chile

Do the Effects of Teachers’ Performance-Approach Goals Vary by Their Underlying Reasons for Goal Pursuit? - Sori Hwang, The Ohio State University; YoonJung Cho, Sungshin Women's University; Sungok Serena Shim, Ball State University; YoonJung Cho, Sungshin Women's University

How Praise Type Moderates Motivation-Engagement Relationships: An Eye-Tracking Study - Minghui Wang, University of California - Riverside; Pamela Sheffler, Landmark College; Matthew Kersting, University of California - Riverside; Kalina Michalska, University of California - Riverside; Cecilia Cheung, University of California - Riverside

Visual Representations in College Classrooms: Faculty Perception of Student Representational Competencies and Pedagogy - Zachary A. Myers, Pennsylvania State University; Aluwesi Ledua Volau Fonolahi, Pennsylvania State University; Melissa Hicks, Pennsylvania State University; Peggy N. Van Meter, Pennsylvania State University

Writing with Generative AI: An Exploration of Strategies Use and Writing Performance in Source-based Writing - SeongYeup Kim, Pennsylvania State University; Matthew T. McCrudden, Pennsylvania State University

Explaining to the Bored Audience Promotes Learning-by-Teaching - Xinyi Yin, Central China Normal University; Meixia Cheng, Central China Normal University; Xiaoxue Leng, Central China Normal University; Fuxing Wang, Central China Normal University

Students' Overwhelming Resistance to Cumulative Quizzing - Alexis Richmond, University of Texas at Austin; Veronica X. Yan, University of Texas at Austin