In Event: AERA Poster Session 5

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

Building and Observing in Individual Versus Collaborative Inquiry: What Scaffolds Contribute to Confusion and Frustration? - Lisa Hasenbein, Eberhard Karls Universität Tübingen; Sarah Bichler, University of California - Berkeley; Marcia Linn, University of California - Berkeley

Effect of Feedback and Ability on Changes in Metacognitive Monitoring Accuracy - Jason W Morphew, Purdue University

Knowledge Revision in the Context of Social Media - Reese Butterfuss, Arizona State University; Joseph Aubele, University of Minnesota; Sonia Zaccoletti, Università degli Studi di Padova; Giovanna Morara, University of Padova; Lucia Mason, University of Padua; Panayiota Kendeou, University of Minnesota

Student Engagement in Urban Elementary Schools: A Variable- and Person-Centered Approach - Morgan DeBusk-Lane, Virginia Commonwealth University; Christine Lee Bae, Virginia Commonwealth University; Ashlee Lester Sjogren, University of Virginia

Effects of Questioning on Critical Thinking Skills for Online Learners: A Meta-Analysis - Zhaihuan Dai, University of South Florida; Zhichun Liu, University of Massachusetts - Dartmouth; Betsy J. Becker, Florida State University

Exploring Sequential Behavioral Patterns of Collaborative Knowledge-Building for University Students in Online Discussions - Xiaoxu Lu, East China Normal University; Yuhe Yi, East China Normal University; Jing Leng, East China Normal University

Exploring the Associations Between Teachers' Self-Regulation and Their Technological Pedagogical Content Knowledge (TPACK) Proficiency Using a Data Mining Approach - Lingyun Huang, The Education University of Hong Kong; Eric G. Poitras, Dalhousie University; Yang Zhang, Polytechnic of Turin; Susanne P. Lajoie, McGill University

Immediate and Sustained Benefits of a Self-Regulation Intervention on First-Year Undergraduates' Academic Achievement - MeganClaire Cogliano, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina Chapel Hill; Dan James Gianoutsos, University of Nevada - Las Vegas; Jennifer Golanics, University of Nevada - Las Vegas

Information-Seeking Strategy Use Profiles and Students' Behaviors During Information-Seeking Tasks - Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas; Lin Lu, University of Nevada - Las Vegas; Kui Xie, The Ohio State University; ZILU JIANG, The Ohio State University

Lack of Knowledge and Lack of Will: Why Don't Students Use Effective Strategies? - Lisi Wang, The University of Texas at Austin; Katherine M. Muenks, University of Texas at Austin; Veronica X Yan, The University of Texas at Austin

Planning to Overcome Frustration: The Effect of Self-Regulated Learning on Negative Emotions and Story Comprehension - Stephanie Buono, University of Toronto; Ana Zdravkovic, University of Toronto; Earl Woodruff, OISE/University of Toronto

Text-Marking: A Metacognitive Perspective - Zahia Marzouk, Kwantlen Polytechnic University; Philip H. Winne, Simon Fraser University