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

SIG-Motivation in Education

David B. Miele, Boston College

Large Gains in Undergraduate Biology Student Achievement From a Combined Cognitive-Motivational Intervention - Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Avi Kaplan, Temple University; Delaram A. Totonchi, Old Dominion University; Erica Chew, Old Dominion University; Kevin Stine; Kyle R Mara, University of Southern Indiana; Michael Balsai; Taylor Williams, University of Illinois at Urbana - Champaign; Ting Dai, University of Illinois at Chicago; Tony Perez, Old Dominion University; Yonaton S. Davidson, Temple University

Pursuing the "Half Empty Question": Biology Undergraduates' Differential Engagement in a Brief Relevance Writing Intervention - Ting Dai, University of Illinois at Chicago; Avi Kaplan, Temple University; Ying Wang, Georgia Institute of Technology; Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Tony Perez, Old Dominion University; Kyle R Mara, University of Southern Indiana; Michael Balsai; Yonaton S. Davidson, Temple University; Erica Chew, Old Dominion University

Using Technology to Teach Mindfulness: Effects on Working Memory, Behavior, and Attentiveness - Michele Gregoire Gill, University of Central Florida; Valerie Sims; Bradford Schroeder, University of Central Florida; Daphne Whitmer; Derek Cavilla

Cognitive Load–Based Instruction and Self-Efficacy Changes in an Undergraduate Biology Course: A Shift in Frameworks' Interaction - Joana Franco, Utah State University; David F. Feldon, Utah State University; James Peugh, University of Virginia; Cathy Maahs-Fladung, Utah State University

Daniel H. Robinson, The University of Texas - Arlington